This book provides an overview of the criminal justice system of the United States. It is intended to provide the introductory student a concise yet balanced introduction to the workings of the legal system as well as policing, courts, corrections, and juvenile justice. Six chapters, each divided into five sections, provide the reader a consistent, comfortable format as well as providing the instructor with a consistent framework for ease of instructional design.
This book examines the historical context of African Americans' educational experiences, and it provides information that helps to assess the dominant discourse on education, which emphasises White middle-class cultural values and standardisation of students' outcomes. Curriculum violence is defined as the deliberate manipulation of academic programming in a manner that ignores or compromises the intellectual and psychological well being of learners. Related to this are the issues of assessment and the current focus on high-stakes standardised testing in schools, where most teachers are forced to teach for the test.
Introduction to Criminal Justice is the perfect text for students who are interested in pursuing a career in criminal justice and for those who simply want to learn more about the criminal justice system. The authors' combined experience of more than 50 years in teaching introduction to criminal justice as well as working in the field -- Bohm as a correctional officer and Haley as a police officer -- come through in their accessible yet comprehensive presentation. They make it easy for readers to understand that much of what the public "knows" about criminal justice in the United States is myth, and help students learn the truth about the U.S. criminal justice system.
Bryan Stevenson's incredible fight to end mass incarceration, excessive punishment, and racial inequality comes to life in this young adult adaptation of the acclaimed, #1 New York Times bestseller that was adapted into a major motion picture starring Michael B. Jordan, Jaime Foxx, and Brie Larson. In this very personal work--adapted from the original #1 bestseller, which the New York Times calls "as compelling as To Kill a Mockingbird, and in some ways more so"--renowned lawyer and social justice advocate Bryan Stevenson offers a glimpse into the lives of the wrongfully imprisoned and his efforts to fight for their freedom as the founder of the Equal Justice Initiative. Stevenson's story is one of working to protect basic human rights for the most vulnerable people in American society--the poor, the wrongly convicted, and those whose lives have been marked by discrimination and marginalization. Through this adaptation, young people of today will find themselves called to action and compassion in the pursuit of justice. A portion of the proceeds of this book will go to charity to help in Stevenson's important work to benefit the voiceless and the vulnerable as they attempt to navigate the broken U.S. justice system. A KIRKUS REVIEWS BEST BOOK OF THE YEAR A BOOKLIST EDITORS' CHOICE FEATURED ON CBS THIS MORNING A NEW YORK PUBLIC LIBRARY BEST BOOK OF THE YEAR PRAISE FOR JUST MERCY: A TRUE STORY OF THE FIGHT FOR JUSTICE: "It's really exciting that young people are getting a version tailored for them." --Salon "A deeply moving collage of true stories. . . . This is required reading." --Kirkus Reviews, starred review "Compassionate and compelling, Stevenson's narrative is also unforgettable." --Booklist, starred review PRAISE FOR JUST MERCY: A STORY OF JUSTICE AND REDEMPTION: "Gripping. . . . What hangs in the balance is nothing less than the soul of a great nation." --DESMOND TUTU, Nobel Peace Prize Laureate "Important and compelling." --Pulitzer Prize-winning author TRACY KIDDER "Inspiring and powerful." --#1 New York Times bestselling author JOHN GRISHAM
On March 18, 1963, in one of its most significant legal decisions, the U.S. Supreme Court unanimously ruled in Gideon v. Wainwright that all defendants facing significant jail time have the constitutional right to a free attorney if they cannot afford their own. Fifty years later, 80 percent of criminal defendants are served by public defenders. In a book that combines the sweep of history with the intimate details of individual lives and legal cases, veteran reporter Karen Houppert movingly chronicles the stories of people in all parts of the country who have relied on Gideon’s promise. There is the harrowing saga of a young man who is charged with involuntary vehicular homicide in Washington State, where overextended public defenders juggle impossible caseloads, forcing his defender to go to court to protect her own right to provide an adequate defense. In Florida, Houppert describes a public defender’s office, loaded with upward of seven hundred cases per attorney, and discovers the degree to which Clarence Earl Gideon’s promise is still unrealized. In New Orleans, she follows the case of a man imprisoned for twenty-seven years for a crime he didn’t commit, finding a public defense system already near collapse before Katrina and chronicling the harrowing months after the storm, during which overworked volunteers and students struggled to get the system working again. In Georgia, Houppert finds a mentally disabled man who is to be executed for murder, despite the best efforts of a dedicated but severely overworked and underfunded capital defender. Half a century after Anthony Lewis’s award-winning Gideon’s Trumpet brought us the story of the court case that changed the American justice system, Chasing Gideon is a crucial book that provides essential reckoning of our attempts to implement this fundamental constitutional right.
Examines the relationship between the law and the school-to-prison pipeline, argues that law can be an effective weapon in the struggle to reduce the number of children caught, and discusses the consequences on families and communities.
The main objective of this Research Topic is to determine the conditions that place students at risk of school failure, identifying student and context variables. In spite of the fact that there is currently little doubt about how one learns and how to teach, in some countries of the “developed world,” there is still there is a high rate of school failure. Although the term “school failure” is a very complex construct, insofar as its causes, consequences, and development, from the field of educational psychology, the construct “student engagement” has recently gained special interest in an attempt to deal with the serious problem of school failure. School engagement builds on the anatomy of the students’ involvement in school and describes their feelings, behaviors, and thoughts about their school experiences. So, engagement is an important component of students’ school experience, with a close relationship to achievement and school failure. Children who self-set academic goals, attend school regularly and on time, behave well in class, complete their homework, and study at home are likely to interact adequately with the school social and physical environments and perform well in school. In contrast, children who miss school are more likely to display disruptive behaviors in class, miss homework frequently, exhibit violent behaviors on the playground, fail subjects, be retained and, if the behaviors persist, quit school. Moreover, engagement should also be considered as an important school outcome, eliciting more or less supportive reactions from educators. For example, children who display school-engaged behaviors are likely to receive motivational and instructional support from their teachers. The opposite may also be true. But what makes student engage more or less? The relevant literature indicates that personal variables (e.g., sensory, motor, neurodevelopmental, cognitive, motivational, emotional, behavior problems, learning difficulties, addictions), social and/or cultural variables (e.g., negative family conditions, child abuse, cultural deprivation, ethnic conditions, immigration), or school variables (e.g., coexistence at school, bullying, cyberbullying) may concurrently hinder engagement, preventing the student from acquiring the learnings in the same conditions as the rest of the classmates.
"A powerful, revealing story of hope, love, justice, and the power of reading by a man who spent thirty years on death row for a crime he didn't commit"--
