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Return-Path: <firstname.lastname@example.org> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j7VDAfG09711; Wed, 31 Aug 2005 09:10:41 -0400 (EDT) Date: Wed, 31 Aug 2005 09:10:41 -0400 (EDT) Message-Id: <004901c5ae2e$b35778b0$0602a8c0@frodo> Errors-To: email@example.com Reply-To: firstname.lastname@example.org Originator: email@example.com Sender: firstname.lastname@example.org Precedence: bulk From: "Marie Cora" <email@example.com> To: Multiple recipients of list <firstname.lastname@example.org> Subject: [NIFL-ASSESSMENT:1222] New Issue of FOB X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook, Build 10.0.2627 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 3235 Lines: 87 FYI everyone: The new issue of Focus on Basics is now available on-line, at http://www.ncsall.net/?id=818. Subscribers should receive their issues in the mail this week. Corrections Education is the topic of this issue, but adult basic educators working in every setting will find articles of relevance to their work. A writing workshop provides the glue for the Offender Re-Entry Program that serves the Suffolk County (Massachusetts) House of Corrections ,writes Bob Flynn in the cover article. Find out how to run such a workshop, and why it's so useful. Kathy Goebel describes why an emphasis on re-entry is so important and the role that education plays in those efforts. NCSALL researcher John Tyler finds among racial and ethnic minority offenders - primarily African-Americans, with a smaller number of Hispanics - a 20 percent increase in the earnings among GED holders relative to non-GED holders in the first post-release year. That transition year is crucial, so this is good news. However, these effects diminish over time and are not found for white ex-offenders. In Hawaii, Vanessa Helsham uses Hawaiian cultural references and literature in her classes in the Learning Center in the Halawa Correctional Facility. She also teaches traditional hula dancing and, in her class, members of rival gangs work together. If you're doing it wrong, in hula, you have to change. It's like life, she explains. Pauline Geraci writes about using a different art form - poetry - in the Minnesota Correctional Facility Stillwater Dominique Chlup, Texas, provides a chronology of corrections education from 1789 and an in-depth discussion of this area over the past 65 years. Education's role in corrections ebbs and flows as society's views of incarceration shift from punishment-oriented to rehabilitative. Everyone has a right to an education in Vermont, explains Tom Woods, a teacher in the Community High School of Vermont. Read about this school and how it serves a transitory population with a huge range of educational backgrounds and needs. While certain aspects of being a teacher transcend place, some do not. For those Focus on Basics readers who are not corrections educators, Dominique Chlup describes what it's like to teach in a correctional facility. Recognizing that their learners have a high incidence of disabilities, low academic skills, and other related challenges, Missouri and Ohio are using comprehensive screening systems and putting into place a web of follow-up services, including education. Laura Weisel, Alan Toops, and Robin Schwarz report on these efforts. Bill Muth shares the results of his research on assessing offenders' literacy skills, beliefs, and practices and offers a model of literacy assessment that can more meaningfully inform placement and instruction. Just as services are learning to work together to maximize their effectiveness, so are advisory boards. Marianna Ruprecht, Wisconsin, shares how her advisory board used technology to do so. Barb Garner Editor, "Focus on Basics" _______________________________________________ NIFL-MODERATORS mailing list NIFL-MODERATORS@literacy.nifl.gov http://literacy.nifl.gov/mailman/listinfo/nifl-moderators
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