NCJ Number
212593
Journal
Criminal Justice Studies: A Critical Journal of Crime, Law and Society Volume: 18 Issue: 4 Dated: December 2005 Pages: 379-392
Date Published
December 2005
Length
14 pages
Annotation
This study examined the components of graduate-level corrections curriculum in terms of how it related to corrections professionals’ perceptions of educational needs.
Abstract
In a previous study, Thornberry (1990) claims that the field of criminology has developed a set of core ideas that guide education and practice. The main goal of the current study was to examine whether Thornberry’s observation of a core set of ideas had extended to the subfield of correctional education at the graduate level. Methodology involved the use of a modified Delphi technique by researchers at a large midwestern university and an advisory group of practitioners from the State’s department of corrections for the development of a list of 21 curricular topics most often addressed in corrections textbooks. A questionnaire focusing on the education needs of the department of corrections was developed based on this list and was completed by a sample of 762 corrections personnel. The findings indicate that there is indeed a core literature addressed in the introductory corrections textbooks and that a high degree of congruency exists between the professional perceptions of educational needs in corrections departments and the graduate-level corrections curriculum. Discrepancies were observed, however, in several areas including gender and race relations, labor and union issues, and special needs inmates. As such, the authors recommend the development of a closer academic-practitioner relationship toward the development of curricula in these areas. Tables, references, appendixes