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Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
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- English language learners (3)
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- Prison education (3)
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Articles 1 - 30 of 33
Full-Text Articles in Social and Behavioral Sciences
Undergraduate Students As Job Mentors To Support Youth Transitioning From Incarceration, Theresa A. Ochoa, Niki Weller, Molly Riddle
Undergraduate Students As Job Mentors To Support Youth Transitioning From Incarceration, Theresa A. Ochoa, Niki Weller, Molly Riddle
Journal of Prison Education and Reentry (2014-2023)
Helping Offenders Prosper through Employment (HOPE) is a university-based mentoring program that trains undergraduate students to serve as job mentors to incarcerated youth serving a sentence in Indiana’s juvenile correctional facilities. The purpose of this article is to describe HOPE’s mission, principles and components, underscoring how undergraduates are prepared and serve as credible role models to incarcerated youth during and after confinement to improve community reentry. This article is intended for practitioners interested in implementing evidence-based peer mentoring in juvenile correctional facilities as well as scholars interested in the study of factors that reduce juvenile recidivism.
Turning Gender Inside-Out: Delivering Higher Education In Women’S Carceral Spaces, Giulia Federica Zampini, Linnéa Anna Margareta Österman, Camille May Stengel, Morwenna Bennallick
Turning Gender Inside-Out: Delivering Higher Education In Women’S Carceral Spaces, Giulia Federica Zampini, Linnéa Anna Margareta Österman, Camille May Stengel, Morwenna Bennallick
Journal of Prison Education and Reentry (2014-2023)
This article is a critical reflection of the role of gender in the delivery of a higher education course based on the Inside-Out Prison Exchange Programme. Related concepts such as hegemonic masculinity, heteronormativity, and intersectionality are discussed within the prison education setting. This reflection primarily draws on critical incidents from the experiences of the first three authors facilitating a higher education course in a women’s prison in England. One major reflection is that learning in a group of ‘inside’ and ‘outside’ students, all self-identified women, who vary along the dimensions of age, class, ethnicity, nationality and sexual expression, presented unique …
“It’S About Whose Voices Matter”: Reflections On Insider/Outsider Status In Prison Classrooms, Rachel Rose Tynan
“It’S About Whose Voices Matter”: Reflections On Insider/Outsider Status In Prison Classrooms, Rachel Rose Tynan
Journal of Prison Education and Reentry (2014-2023)
Based on the author’s experience of teaching on a higher education project in two English prisons - one for men aged 18-30 and one for women aged over 21 - the article considers how critical reflection on prison norms encourages authenticity and respect in the classroom. These elements provide a foundation for students to negotiate conflicting subject positions and meanings and build critical thinking skills. Both prisons and universities are risk averse and bound by structured approaches to risk and authority that may impact the development of such relationships. The author reflects on how conflicts and collaboration in both classrooms …
"People Like Me Don’T Belong In Places Like This." Creating And Developing A Community Of Learners Beyond The Prison Gates, Helena J. Gosling Dr, Lawrence Burke
"People Like Me Don’T Belong In Places Like This." Creating And Developing A Community Of Learners Beyond The Prison Gates, Helena J. Gosling Dr, Lawrence Burke
Journal of Prison Education and Reentry (2014-2023)
It is widely accepted that individuals with criminal convictions experience multiple disadvantage and deprivation, and, as a result, are considered least likely to progress to higher education (Unlock, 2018). The risk-adverse nature of higher education application processes further compound such disadvantage, even though there is no evidence to suggest that screening for criminal convictions increase campus safety (Centre for Community Alternatives, 2010). Drawing upon ethnographic data, the discussion critically reflects upon the development of one situated Learning Together initiative based within a University in the north-west of England. In doing so, the discussion highlights a series of emerging opportunities and …
Community-Engaged Research And The Opioid Epidemic, F. Gerard Moeller
Community-Engaged Research And The Opioid Epidemic, F. Gerard Moeller
Community Engagement Institute
No abstract provided.
From Informing To Empowering: Best Practices In Community Engagement, Chimere Miles, Alicia Aroche
From Informing To Empowering: Best Practices In Community Engagement, Chimere Miles, Alicia Aroche
Community Engagement Institute
No abstract provided.
Spotlight - Rva Street Singers, Robin Rio, Colette Dailey, Cameron Carter, Meghan Mack
Spotlight - Rva Street Singers, Robin Rio, Colette Dailey, Cameron Carter, Meghan Mack
Community Engagement Institute
No abstract provided.
Spotlight - Richmond Openair Project, Jeremy Hoffman, S S. Fong
Spotlight - Richmond Openair Project, Jeremy Hoffman, S S. Fong
Community Engagement Institute
No abstract provided.
Spotlight - Health Hub At 25th, Natalie Pennywell
Spotlight - Health Hub At 25th, Natalie Pennywell
Community Engagement Institute
No abstract provided.
Hackathon Agenda, Matthew James Vechinski, Katie Elliott, Lynn E. Pelco
Hackathon Agenda, Matthew James Vechinski, Katie Elliott, Lynn E. Pelco
Community Engagement Institute
No abstract provided.
Community Engagement Hackathon, Matthew James Vechinski, Katie Elliott, Lynn E. Pelco
Community Engagement Hackathon, Matthew James Vechinski, Katie Elliott, Lynn E. Pelco
Community Engagement Institute
No abstract provided.
Initiating And Sustaining Partnerships, Erin B. Brown
Initiating And Sustaining Partnerships, Erin B. Brown
Community Engagement Institute
No abstract provided.
Initiating And Sustaining Partnerships - Resource Handout, Erin B. Brown
Initiating And Sustaining Partnerships - Resource Handout, Erin B. Brown
Community Engagement Institute
No abstract provided.
Initiating And Sustaining Partnerships - Agenda, Erin B. Brown
Initiating And Sustaining Partnerships - Agenda, Erin B. Brown
Community Engagement Institute
No abstract provided.
Inclusive Collaboration - Group Norms, Jennifer Early
Inclusive Collaboration - Group Norms, Jennifer Early
Community Engagement Institute
No abstract provided.
Inclusive Collaboration - Group Work, Jennifer Early
Inclusive Collaboration - Group Work, Jennifer Early
Community Engagement Institute
No abstract provided.
Inclusive Collaboration - Slideshow, Jennifer Early
Inclusive Collaboration - Slideshow, Jennifer Early
Community Engagement Institute
No abstract provided.
Introduction To Community Engaged Research And Service Learning - Agenda, Katie Elliott, Lynn E. Pelco
Introduction To Community Engaged Research And Service Learning - Agenda, Katie Elliott, Lynn E. Pelco
Community Engagement Institute
No abstract provided.
Introduction To Community-Engaged Research And Service Learning, Tracey Gendron, Meghan Z. Gough, Katie Elliott, Lynn E. Pelco
Introduction To Community-Engaged Research And Service Learning, Tracey Gendron, Meghan Z. Gough, Katie Elliott, Lynn E. Pelco
Community Engagement Institute
No abstract provided.
21st Century Community Engagement - Agenda, Lynn E. Pelco
21st Century Community Engagement - Agenda, Lynn E. Pelco
Community Engagement Institute
No abstract provided.
21st Century Community Engagement, Lynn E. Pelco
21st Century Community Engagement, Lynn E. Pelco
Community Engagement Institute
No abstract provided.
Living With Hiv After Release From Prison: An Evaluation Of The Long-Term Health Of Formerly Incarcerated Individuals Who Used Michigan’S Community Reentry Service, Robin L. Miller Phd, Danielle Chiaramonte, Miles Mcnall, Jason Forney, Patrick Janulis
Living With Hiv After Release From Prison: An Evaluation Of The Long-Term Health Of Formerly Incarcerated Individuals Who Used Michigan’S Community Reentry Service, Robin L. Miller Phd, Danielle Chiaramonte, Miles Mcnall, Jason Forney, Patrick Janulis
Journal of Prison Education and Reentry (2014-2023)
In 2003, Michigan implemented a reentry service to assist HIV-infected people incarcerated in state prisons in linking to HIV medical care immediately upon their release. We examined whether formerly incarcerated people were linked to care successfully, remained in care, and were in good health 3 years after their date of release. In all, 190 people used the service over the 5 years following its inception. Only a minority of those who were alive and not reincarcerated at the time of the evaluation engaged consistently with medical care. Unsurprisingly given low rates of engagement in care, 3 years after their release …
What Is The Role Of The Prison Library? The Development Of A Theoretical Foundation., Jayne Finlay, Jessica Bates
What Is The Role Of The Prison Library? The Development Of A Theoretical Foundation., Jayne Finlay, Jessica Bates
Journal of Prison Education and Reentry (2014-2023)
There has been little examination of how criminological theory may help to inform library practice in correctional settings. This article takes steps to address this deficit by presenting a new and timely approach to prison library research. It suggests that situating prison library research within the disciplines of librarianship, education and criminology can lead to a deeper understanding of the contribution made by libraries to the lives of those in prison. The authors propose a theoretical model which draws on theories of desistance, informal learning theories and critical librarianship. This model can be used by both library and education researchers …
Debate For Civic Learning, S Bodnar-Deren, E Coston, D Mthethwa, L.E. Pelco, E Peron, M Pyles, T Swecker
Debate For Civic Learning, S Bodnar-Deren, E Coston, D Mthethwa, L.E. Pelco, E Peron, M Pyles, T Swecker
Division of Community Engagement Resources
No abstract provided.
Vcu Service-Learning Impact Measure (Slim) Report, 2018-2019, Tamanna Sohal, Katie Elliott
Vcu Service-Learning Impact Measure (Slim) Report, 2018-2019, Tamanna Sohal, Katie Elliott
Division of Community Engagement Resources
The VCU Service-Learning Office distributes the Service-Learning Impact Measure (SLIM) at the end of every semester to evaluate the impact of service-learning classes on student learning. Results are used to guide program improvements that enhance the quality of service-learning courses and outcomes for students, faculty, and partners.
Service-Learning Faculty Assessment: Report Of Results, 2018, Lynn E. Pelco, Katie Elliott, Katie Schifano
Service-Learning Faculty Assessment: Report Of Results, 2018, Lynn E. Pelco, Katie Elliott, Katie Schifano
Division of Community Engagement Resources
In Spring 2018, the VCU Service-Learning Office sponsored an evaluation process that gathered feedback from faculty members who teach service-learning classes. The goal was to deepen understanding of the barriers faced by VCU’s service-learning faculty instructors and to solicit feedback about key strategies for overcoming these barriers. An independent research consultant conducted the evaluation in two phases: an online anonymous survey and a 30-minute phone interview. Eighty service-learning instructors completed the online survey, and a stratified sample of 18 instructors completed the telephone interviews. Findings indicated that both the online survey respondents and phone interview participants experienced similar supports and …
Developmental Dynamics Of Students' Perceptions Of Classroom Practices, Their Identity, And Academic Engagement, Krystal R. Thomas
Developmental Dynamics Of Students' Perceptions Of Classroom Practices, Their Identity, And Academic Engagement, Krystal R. Thomas
Theses and Dissertations
As the student body in the United States continues to become more diverse, it is critically important to understand the factors that influence African American and Latinx students’ engagement, including what they bring to the classroom, and their perceptions of what is occurring in the classroom. During early adolescence, youth are making meaning and internalizing the proximal influences their classrooms have on their sense of self and subsequent academic outcomes. Among school variables, teaching quality accounts for some amount of variation in student achievement.
This dissertation project explored whether there were gender differences among 205 middle school students’ perceptions of …
The Information-Fluent English Language Learner: Cultural And Pedagogical Considerations, Megan Hodge
The Information-Fluent English Language Learner: Cultural And Pedagogical Considerations, Megan Hodge
VCU Libraries Faculty and Staff Publications
No abstract provided.
Teaching English Language Learners To Vet Their Sources In The Post-Truth Paradigm, Megan Hodge
Teaching English Language Learners To Vet Their Sources In The Post-Truth Paradigm, Megan Hodge
VCU Libraries Faculty and Staff Publications
According to the Institute of International Education's Open Doors report, the number of international students studying in the United States exceeded one million for the first time in 2016. Many of these students have insufficient command of the English language to pass the TOEFL or IELTS examinations required for enrollment at U.S. institutions of higher education, and as a result, programs designed to teach proficiency in the English language have been developed at some of these universities. In addition to English grammar and vocabulary, some programs also seek to acculturate students to Western academic norms such as critical thinking, academic …
Online Learning Through Libguides For English Language Learners: A Case Study And Best Practices, Megan Hodge
Online Learning Through Libguides For English Language Learners: A Case Study And Best Practices, Megan Hodge
VCU Libraries Faculty and Staff Publications
Many of the international students in the U.S. first experience American education through English language programs, so the cultural norms taught by these programs are vital to the academic success of these students: without them, students struggle to recognize plagiarism in their writing, find reliable sources, and more, resulting in lower grades and honor code sanctions including expulsion. Librarians are uniquely equipped to meet this instructional need. This chapter introduces best practices for making the most of these opportunities for significant impact via Springshare's LibGuides platform.