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Education, Change, and Transformation

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  • Stephen Duguid

    (Simon Fraser University)

  • Ray Pawson

    (Leeds University)

Abstract

This article explores the transformative capacity of education by using realistic evaluation rnethodology in the context of a follow-up study of 654 Canadian former federal prisoners who had been part of a liberal arts university prison education program. After release, 75% of the prisoners remainedfree of reincarceration for at least 3 years. The study examines in detail three groups within the 654: a group of 119 whose academic perfonnance improved, a group of 99 whose academic performance was consistently high and who were active in program affairs, and a group of 118 who were high school dropouts from broken homes. Using a recidivism prediction device (Statistical Information on Recidivism—SIR), subgroups are identified based on biographic and/or academic variables and actual postrelease success or failure compared with the prediction.

Suggested Citation

  • Stephen Duguid & Ray Pawson, 1998. "Education, Change, and Transformation," Evaluation Review, , vol. 22(4), pages 470-495, August.
    • Handle: RePEc:sae:evarev:v:22:y:1998:i:4:p:470-495
    DOI: 10.1177/0193841X9802200403
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    References listed on IDEAS

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    1. Hoffman, Peter B. & Beck, James L., 1974. "Parole decision-making: A salient factor score," Journal of Criminal Justice, Elsevier, vol. 2(3), pages 195-206.
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