A Large-Scale Multidimensional Test of the Effect of Prison Education Programs on Offenders' Behavior

This study examined the prison behavior and postrelease recidivism of more than 14,000 inmates released from Texas prisons in 1991 and 1992. Comparisons were made between participants and nonparticipants in prison education programs on a variety of behavioral outcomes. The findings suggest that these programs may be most effective when intensive efforts are focused on the most educationally disadvantaged prisoners. Implications for correctional education policy and correctional program research are discussed.

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Wellness Dimensions Relate to Large-Scale Achievement and Behavioral Outcomes

PsycEXTRA Dataset ◽

10.1037/e546542014-001 ◽

2014 ◽

Author(s):

Eric Vreeman ◽

Robert Brett Nelson ◽

Donna Schnorr

Keyword(s):

Large Scale ◽

Behavioral Outcomes

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Postsecondary Correctional Education

Adult Learning ◽

10.1177/1045159512457918 ◽

2012 ◽

Vol 23 (4) ◽

pp. 163-169 ◽

Cited By ~ 8

Author(s):

Shelby M. Palmer

Keyword(s):

Best Practices ◽

Vocational Training ◽

Correctional Education ◽

Program Completion ◽

Prison Education ◽

Learning Needs ◽

Federal Funds ◽

College Credit ◽

Correctional System ◽

Prison Populations

Postsecondary programs offering vocational training and college credit to eligible inmates have had difficulty finding a place in the U.S. correctional system. Politically motivated restrictions preventing inmates from receiving federal funds for college resulted in drastic program closures. Although new laws restored funding to select inmates, enrollment in postsecondary correctional education only recently reached pre-cutback levels (established in the late 1980s). This is set in contrast to the significant increases in U.S. prison populations and spending that have occurred since the early 1990s. Contextual issues specific to the correctional system and ideological conflicts between the prison educator and prison staff may further impair enrollment and program completion. Through review of the political and contextual issues influencing the modern design of postsecondary prison education, this work seeks to propose best practices that may support the unique learning needs of the adult learner in the correctional system.

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Support for Continuing Education Policy among Library and Information Science Education Programs

Journal of Education for Library and Information Science ◽

10.2307/40323638 ◽

1987 ◽

Vol 28 (1) ◽

pp. 60

Author(s):

Carl F. Orgren ◽

Ruth J. Person

Keyword(s):

Science Education ◽

Education Policy ◽

Continuing Education ◽

Information Science ◽

Library And Information Science ◽

Education Programs

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Dynamic relationships between spontaneous and evoked electrophysiological activity

Communications Biology ◽

10.1038/s42003-021-02240-9 ◽

2021 ◽

Vol 4 (1) ◽

Author(s):

Soren Wainio-Theberge ◽

Annemarie Wolff ◽

Georg Northoff

Keyword(s):

Neural Activity ◽

Large Scale ◽

Behavioral Outcomes ◽

Low Frequencies ◽

Scale Free ◽

Non Invasive ◽

Spontaneous Neural Activity ◽

Electrophysiological Signals ◽

Evoked Activity ◽

Dynamic Relationships

AbstractSpontaneous neural activity fluctuations have been shown to influence trial-by-trial variation in perceptual, cognitive, and behavioral outcomes. However, the complex electrophysiological mechanisms by which these fluctuations shape stimulus-evoked neural activity remain largely to be explored. Employing a large-scale magnetoencephalographic dataset and an electroencephalographic replication dataset, we investigate the relationship between spontaneous and evoked neural activity across a range of electrophysiological variables. We observe that for high-frequency activity, high pre-stimulus amplitudes lead to greater evoked desynchronization, while for low frequencies, high pre-stimulus amplitudes induce larger degrees of event-related synchronization. We further decompose electrophysiological power into oscillatory and scale-free components, demonstrating different patterns of spontaneous-evoked correlation for each component. Finally, we find correlations between spontaneous and evoked time-domain electrophysiological signals. Overall, we demonstrate that the dynamics of multiple electrophysiological variables exhibit distinct relationships between their spontaneous and evoked activity, a result which carries implications for experimental design and analysis in non-invasive electrophysiology.

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Republication of “A Propensity Score Matching Analysis of the Effects of Special Education Services”

The Journal of Special Education ◽

10.1177/0022466916686105 ◽

2017 ◽

Vol 50 (4) ◽

pp. 197-214 ◽

Cited By ~ 5

Author(s):

Paul L. Morgan ◽

Michelle L. Frisco ◽

George Farkas2 ◽

Jacob Hibel

Keyword(s):

Special Education ◽

Propensity Score ◽

Large Scale ◽

Children With Disabilities ◽

Behavioral Outcomes ◽

Special Education Services ◽

Education Services ◽

Education Professionals ◽

Propensity Score Matching Analysis ◽

Services And Supports

Editor’s Note Since the landmark enactment of Education of the Handicapped Act in 1975, special education supports and services have been provided to children with disabilities. Although costly, the intentionality of these specialized services has been to advance the educational and societal opportunities of children with disabilities as they progress to adulthood. For our republished article in this issue of JSE’s 50th anniversary volume, we have selected an article by Paul Morgan, Michelle Frisco, George Farkas, and Jacob Hibel. In this research, Morgan and his colleagues quantified the effectiveness of special education services on children’s learning and behavioral outcomes using large-scale longitudinal data. Their results challenge all education professionals to explore ways to increase the effectiveness of special education and to document research efforts that provide clear evidence that the services and supports provided to individuals with disabilities are improving the extent to which they fully experience the benefits of education and participate fully in society.

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