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Descriptors:
Academic Aspiration; Adult Basic Education; Adult Learning; Annotated Bibliographies; Attitude Change; Behavior Change; Blacks; Childhood Attitudes; College Bound Students; College Programs; Comparative Analysis; Correctional Education; Correctional Rehabilitation; English (Second Language); Ethnic Groups; Focus Groups; Higher Education; Hispanic Americans; Interviews; Literature Reviews; Minority Groups; Models; Mothers; Outcomes of Education; Parent Child Relationship; Prisoners; Program Effectiveness; Recidivism; Role of Education; Womens Education

Abstract:
The impact of college on women in a maximum-security prison was examined in a 3-year study of current and former inmates of New York's Bedford Hills Correctional Facility (BHCF). The data sources were as follows: (1) a review of program records; (2) one-on-one interviews of 65 inmates conducted by 15 inmates; (3) focus groups with 43 women in BHCF (including dropouts, women in adult basic education, women in college, and college leaders/mentors); (4) interviews with 20 former inmates of BHCF; (5) interviews with 6 corrections administrators and officers; (6) focus groups with and surveys of 50 educators; (7) qualitative tracking of women who did and did not attend college while at BHCF; and (8) a cost-benefit analysis of BHCF's college-bound program. The recidivism rates for women with and without college in prison were 7.7% and 29.9%, respectively. The interviews with prison officials, inmates, and faculty confirmed that college programs make the prison environment safer and more manageable. College was credited with heightening the female inmates' sense of personal responsibility and promoting successful transitions out of prison. (The racial/ethnic distribution of the inmate and former inmate samples and a 21-item annotated bibliography are appended. Eighty-four report references and 72 suggestions for further reading are listed.) (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Facilities Design; Educational Facilities Improvement; Facilities Management; Organizational Objectives; School Libraries

Abstract:
Examines how one university, serving isolated rural settlements and small, remote island communities, built a school library capable of serving the special needs of its exceptionally diverse student population as a learning center. Design goals, facility operations, and building assessment are also discussed. (GR)

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Descriptors:
Allied Health Occupations Education; College Programs; Group Dynamics; Higher Education; Interdisciplinary Approach; Teamwork

Abstract:
Barriers to interdisciplinary teamwork in allied health education include loss of revenue, schedule conflicts, differences in degree level, identity and status protection, and content control issues. Ways to foster teamwork include all-inclusive cross-enrollment, web-based curricula, and hiring of faculty across disciplinary lines. (SK)

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Descriptors:
Administrator Guides; Career Education; Curriculum Development; Curriculum Guides; Definitions; Educational Planning; Educational Resources; Elementary Secondary Education; Evaluation Methods; Guidelines; Local Norms; State Curriculum Guides; State Legislation; State Programs; State School District Relationship; State Standards; Statewide Planning

Abstract:
This guide has been developed to assist educators to write or revise a comprehensive career education curriculum that will meet the needs of local school districts in Connecticut. Following the introductory chapter, chapter 2 provides a brief perspective on the growth and current status of career education in the nation and in Connecticut, as well as providing a working definition of career education. Chapter 3 relates to the curriculum development process, identifying special considerations in the development of a local comprehensive career education curriculum guide. In chapter 4, specific guidelines for developing the teaching/learning process in career education are offered. The guide suggests that a local K-12 curriculum present the content of career education in five sequential stages, and then provides some examples of career education learner outcomes, performance objectives, and samples of teaching strategies for each of the five developmental stages. Chapter 5 addresses the evaluation process in career education, suggesting guidelines for development of evaluation procedures as an integral part of the career education curriculum. Chapter 6 deals with the resources and facilities that may be used in the development and implementation of a local curriculum in career education, while some final notes are offered in chapter 7. Appendixes to the guide contain statewide goals for education, Connecticut laws dealing with career education, a list of regional educational service centers, and a list of career education evaluation resources. A glossary and a bibliography are also provided. (KC) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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