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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
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)
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.
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.
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.
In tracing the evolution of federal imprisonment, Paul W. Keve emphasizes the ways in which corrections history has been affected by and is reflective of other trends in the political and cultural life of the United States. The federal penal system has undergone substantial evolution over two hundred years. Keve divides this evolutionary process into three phases. During the first phase, from 1776 through the end of the nineteenth century, no federal prisons existed in the United States. Federal prisoners were simply boarded in state or local facilities. It was in the second phase, starting with the passage of the Three Prison Act by Congress in 1891, that federal facilities were constructed at Leavenworth and Atlanta, while the old territorial prison at McNeil Island in Washington eventually became, in effect, the third prison. In this second phase, the federal government began the enormous task of providing its own prison cells. Still, there was no effective supervisory force to make a prison system. In 1930, the Federal Bureau of Prisons was created, marking the third phase of the prison system’s evolution. The Bureau, in its first sixty years of existence, introduced numerous correctional innovations, thereby building an effective, centrally controlled prison system with progressive standards. Keve details the essential characteristics of this now mature system, guiding the reader through the historical process to the present day.
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.
The two-volume Encyclopedia of Prisons and Correctional Facilities aims to provide a critical overview of penal institutions within a historical and contemporary framework. Issues of race, gender, and class are fully integrated throughout in order to demonstrate the complexity of the implementation and intended results of incarceration. The Encyclopedia contains biographies, articles describing important legal statutes, and detailed and authoritative descriptions of the major prisons in the United States. Comparative data and examples are employed to analyze the American system within an international context. The Encyclopedia's 400 entries are written by recognized authorities. The appendix contains a comprehensive listing of every federal prison in the U.S., complete with facility details and service information.