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Strategies for Coping with the Revolving Door

Robert G. Thomas
Journal of Correctional Education (1974-)
Vol. 54, No. 1 (March 2003), pp. 19-23
Stable URL: http://www.jstor.org/stable/41972060
Page Count: 5
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Strategies for Coping with the Revolving Door
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Abstract

This article addresses the variety of problems faced by instructors who teach in the California Department of Corrections education division. Of particular concern, is the issue of how to manage an education program in which students enter and exit at different times throughout a year-round school system. The author focuses on the approaches he uses in a junior-high-school level, multiple-subjects program for adult male felons at the California Men's Colony/West Facility in San Luis Obispo, California. The article describes specific ways to address five central challenges to providing quality instruction. Those challenges include: (a) assessing student learning needs; (b) providing appropriate learning materials and experiences; (c) incorporating individualized and group instruction; (d) tracking student progress; and (e) providing rewards and administering punishment. Each section that describes a challenge is introduced by specific instructional principles.

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