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Author: Andrew G. Ralston Publisher: Taylor & Francis ISBN: 1315409720 Category : History Languages : en Pages : 195
Book Description
Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- List of figures and tables -- Preface -- 1 Punishment, reformation and prevention: changing attitudes to juvenile crime in mid-nineteenth century Britain -- 2 'The lamentable extent of youthful depravity': the Tron Riot of 1812 -- 3 Stirrings for change: developments in Edinburgh, 1812-1846 -- 4 'An intermediate step': the Glasgow House of Refuge, 1838-1854 -- 5 Prevention is better than cure: the Aberdeen industrial schools, 1841-1854
Author: Andrew G. Ralston Publisher: Taylor & Francis ISBN: 1315409720 Category : History Languages : en Pages : 195
Book Description
Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- List of figures and tables -- Preface -- 1 Punishment, reformation and prevention: changing attitudes to juvenile crime in mid-nineteenth century Britain -- 2 'The lamentable extent of youthful depravity': the Tron Riot of 1812 -- 3 Stirrings for change: developments in Edinburgh, 1812-1846 -- 4 'An intermediate step': the Glasgow House of Refuge, 1838-1854 -- 5 Prevention is better than cure: the Aberdeen industrial schools, 1841-1854
Author: Peter Williamson Publisher: Teachers College Press ISBN: 0807779636 Category : Education Languages : en Pages : 169
Book Description
This important volume examines how and why increasing numbers of students, disproportionately youth of color, are being taken from our schools and put into our prisons. Williamson and Appleman, along with a collection of scholars, teacher educators, K–12 teachers, administrators, and incarcerated students, offer their perspectives on how schooling can be restructured to disrupt this flow and dismantle the school-to-prison pipeline. They present clearly articulated strategies on curriculum, pedagogy, and disciplinary practices that can help redirect our collective efforts away from carceral practices. By considering chapters from prison educators and currently incarcerated students (the end of the pipeline), readers will plainly see the disciplinary and curricular issues that need to be addressed in our schools. The text includes examples of meaningful ways to engage students that could be incorporated into a variety of classrooms, from social studies to science to English language arts. Book Features: Instructive cautionary tales with specific pedagogical and policy suggestions. Alternatives to discipline in schools, such as restorative justice and positive behavioral support.Insights to help educators consider the trajectory of their students, as well as suggestions for making the curriculum both relevant and sustaining. Directly addresses the ways in which an understanding of the mechanisms of the school-to-prison pipeline can be woven into teacher preparation.
Author: United States. National Education Commission on Time and Learning Publisher: ISBN: Category : Education Languages : en Pages : 66
Book Description
The Education Council Act of 1991 established the National Education Commission on Time and Learning as an independent advisory body and called for a comprehensive review of the relationship between time and learning in U.S. schools. This document serves as a supplementary volume to the commission's first report released in May 1994, which found that most school-reform designs are structurally flawed by their adherence to a traditional school calendar. This volume describes innovative approaches to the use of school time. It provides nearly 40 examples of exemplary efforts to make better use of available time and extend the amount of time students spend learning. The brief program descriptions are from 15 elementary schools, 15 middle and senior high schools, 4 districtwide efforts, and 6 special programs. They include public and private schools in rural, urban, and suburban areas from 26 states. Information for reaching contact persons is provided. A review of the programs indicates that many different kinds of schools and districts have already implemented many of the commission's recommendations. The most common approaches in descending order include: (1) redesigning available time; (2) employing technology; (3) extending the school day or year; (4) providing time for professional development; and (5) providing support services for children or families. Finally, the approaches to the redesign of time usage differ by school level. (LMI)
Author: Andrew G. Ralston Publisher: Routledge ISBN: 1315409712 Category : History Languages : en Pages : 207
Book Description
The book covers the period from 1812, when the Tron Riot in Edinburgh dramatically drew attention to the ‘lamentable extent of juvenile depravity’, up to 1872, when the Education Act (Scotland) inaugurated a system of universal schooling. During the 1840s and 1850s in particular there was a move away from a punitive approach to young offenders to one based on reformation and prevention. Scotland played a key role in developing reformatory institutions – notably the Glasgow House of Refuge, the largest of its type in the UK – and industrial schools which provided meals and education for children in danger of falling into crime. These schools were pioneered in Aberdeen by Sheriff William Watson and in Edinburgh by the Reverend Thomas Guthrie and exerted considerable influence throughout the United Kingdom. The experience of the Scottish schools was crucial in the development of legislation for a national, UK-wide system between 1854 and 1866.
Author: Catherine Y. Kim Publisher: NYU Press ISBN: 0814763685 Category : Law Languages : en Pages : 238
Book Description
Examines the relationship between the law and the school-to-prison pipeline, argues that law can be an effective weapon in the struggle to reduce the number of children caught, and discusses the consequences on families and communities.
Author: Howard Jones Publisher: Taylor & Francis ISBN: 1000967972 Category : Social Science Languages : en Pages : 255
Book Description
Originally published in 1977, Open Prisons presents research carried out in a number of prisons in the UK both ‘open’ and ‘closed’ intended to compare their effectiveness. Information was collected from inmates and prison staff through a number of exercises designed to assess the social atmosphere of the prison and how they felt about it. The book finishes with a chapter which discusses the policy implications of their findings. Today it can be read in its historical context.
Author: Publisher: Charles C Thomas Publisher ISBN: 0398085986 Category : Languages : en Pages : 248
Book Description
This book has a dual purpose: to identify problems faced by people who teach in correctional institutions and to propose solutions for those problems. The intent of this book is to help both new instructors as well as current ones perform their jobs effectively. The book is divided into three parts. The first part introduces the reader to the field of correctional education, describing correctional efforts in America, the kinds of facilities, the inmate populations, and the controversies, including advocates and critics, over providing educational opportunities. A description is provided on th.
Author: Cheryl M. Kane Publisher: DIANE Publishing ISBN: 9780788114991 Category : Education Languages : en Pages : 64
Book Description
Summarizes the research reviewed by the Commission members as they developed their recommendations. Also suggests an agenda for further research into important questions on which the Commission found little or inadequate information. Extensive bibliography.
Author: Andrew G. Ralston
Author: Andrew G. Ralston
Author: Peter Williamson
Author: United States. National Education Commission on Time and Learning
Author: Andrew G. Ralston
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Author: Catherine Y. Kim
Author: Howard Jones
Author: 
Author: 
Author: Cheryl M. Kane