Learning behind bars: Motivations and challenges of learners in a correctional facility in Ghana

Addae, David

doi:10.1016/j.ijer.2020.101650

Cited by 5 publications

(2 citation statements)

References 37 publications

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“…What dominates is research on the outcomes of education (Messemer & Valentine, 2012), studies into the characteristics of incarcerated learners (e.g. Addae, 2020), and the effectiveness of education (e.g. Muth, Sturtevant & Pannozzo, 2017).…”

Section: Prison Teachermentioning

confidence: 99%

Teacher Training for the Education of the Incarcerated in Slovakia and Abroad

Lukáč,

Lukáčová

2023

Lifelong Learn.

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The paper focuses on the competencies of prison teachers and the issues involved in their training for teaching adults as well as teaching in a prison environment. It tries to answer the question of what a teacher involved in the formal education of incarcerated adults should be like, whether they should be trained before the process of education, and whether the system of further professional education gives them the opportunity to develop their competencies for teaching in prison. The current practice in the undergraduate training of teachers and their further professional education does not reflect the specifics of the formal education of the incarcerated. At the same time, models for training prison teachers have existed abroad for a long time, and research reveals that the teachers themselves feel the need for specific training to teach in this specific environment.

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Section: Prison Teachermentioning

confidence: 99%

Teacher Training for the Education of the Incarcerated in Slovakia and Abroad

Lukáč,

Lukáčová

2023

Lifelong Learn.

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“…Motivation is an impulse that arises from internal and external stimuli so that a person wishes to make changes in behavior or certain activities better than before (Addae, 2020;Zamecnik, Kovanović, Joksimović, & Liu, 2022). Indicators of student learning motivation consist of the desire and desire to succeed, the encouragement and need for learning, the hopes or aspirations for the future, the appreciation in learning, the existence of interesting activities in learning, and the existence of a conducive learning environment (Caputo, 2015).…”

Section: Introductionmentioning

confidence: 99%

The effect of motivation and learning discipline on student learning outcomes in online-based Buddhist religious education subjects

Mujiyanto¹

2022

Ekspose J. Penelit. Huk. dan Pendidik.

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This study aims to determine the effect of learning motivation and learning discipline on student learning outcomes in the subject of Buddhist education using E-Learning learning. This study uses a quantitative approach with the ex post facto method, the nature of the ex post facto is that there is no control over the variables. The sample of this study consisted of junior high school Buddhist religious education students in Semarang district. The data in this study were obtained through non-test techniques in the form of questionnaires and also documentation techniques in the form of student learning outcomes in Buddhist subjects. The data in this study were analyzed using inferential statistical analysis techniques, namely multiple regression analysis. The results of this study indicate that there is a significant influence between students' motivation and learning discipline simultaneously on student learning outcomes in e-learning-based Buddhist subjects (0.00 0.05); and the magnitude of the joint contribution between motivation and student learning discipline on student learning outcomes in e-learning-based Buddhist subjects is 75%.

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