Perspectives on Correctional Education: Engaging the Voices of Instructors and Incarcerated Students

dc.contributor.advisorDressler, Roswita
dc.contributor.authorWhite Prosser, Christina
dc.contributor.committeememberAdorjan, Michael C.
dc.contributor.committeememberKawalilak, Colleen A.
dc.contributor.committeememberBrown, Barbara
dc.contributor.committeememberRicciardelli, Rose
dc.description.abstractCorrectional education plays a vital role in rehabilitating incarcerated individuals in the correctional system in Alberta, Canada. Which types of programs and correctional learning experiences impact and facilitate this rehabilitation is largely unknown. Through a case study, I gained the perspectives of both incarcerated learners and their instructors to develop a detailed understanding of learning experiences at one Alberta correctional centre. Participants were asked to reflect on their teaching and learning experiences within several correctional education programs. In order to understand which correctional education programs were distinguished as effective by study participants, the four dimensions of Bloom’s Taxonomy of Learning Domains – factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge – were used to frame the incarcerated students’ learning experiences in each program (Forehand, 2005). Participants’ views provided a deeper understanding of how factual, conceptual, procedural, and metacognitive knowledge acquisition provide students with diverse skill sets, increased self-confidence, and the tools to plan for a future once released from the correctional system. The research also revealed the instructors’ intentions to create an ideal learning environment through their curriculum and instructional design, and their observations on the impact of the curriculum on knowledge acquisition and application. Participants shared how education can serve as a catalyst for behavioural change through complex and sometimes difficult learning experiences. Drawing from the theoretical frameworks of transformational learning and desistance theory, this study illuminates participant perspectives on how education impacts student self-concept, supports desistance from crime, and, by extension, contributes to the rehabilitative process and decreasing recidivism. This research endeavours to inform learners in correctional centres, instructors who teach correctional education courses, the correctional and educational systems that administer correctional education, and society as a whole.en_US
dc.identifier.citationWhite Prosser, C. (2021). Perspectives on Correctional Education: Engaging the Voices of Instructors and Incarcerated Students (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectAdult Learningen_US
dc.subjectAdult Educationen_US
dc.subjectCorrectional Educationen_US
dc.subjectInmate Educationen_US
dc.subjectIncarcerated Studentsen_US
dc.subjectInmate Studentsen_US
dc.subjectCorrectional Educatorsen_US
dc.subjectCorrectional Teacheren_US
dc.subjectCorrectional Programsen_US
dc.subjectDesistance from Crimeen_US
dc.subjectTransformational Learning Theoryen_US
dc.subjectDesistance Theoryen_US
dc.subjectBlooms Taxonomyen_US
dc.subject.classificationEducation--Adult and Continuingen_US
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.subject.classificationCriminology and Penologyen_US
dc.titlePerspectives on Correctional Education: Engaging the Voices of Instructors and Incarcerated Studentsen_US
dc.typedoctoral thesisen_US Graduate Program – Educational Researchen_US of Calgaryen_US of Education (EdD)en_US
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