This book presents the formerly-unpublished manuscript by Wheeler and Cline detailing the landmark, comparative prisons study they conducted in the 1960s which examined fifteen Scandinavian prisons and nearly 2000 inmates across four Nordic countries. At the time, it was the largest comparative study of prisons and inmate behavior ever undertaken and despite 15 years of analysis and write-up it was never published but it influenced many other important prison studies that followed. This book engages with the functionalist perspectives that were widespread in the 1960s, and tries to answer some of the classical questions of prison sociology such as how prisoners adapt to imprisonment and the degree to which prisoner adaptations can be attributed to characteristics of prisoners and prisons. It examines the nature and structure of prisons, the effect of that structure on individual prisoners and the other factors that may influence the way that they respond to confinement. It also includes discussion about the prisoners' considerations of justice and fairness and a explanation of the study design and data which was highly unique at the time. The Scandinavian Prison Study brings Wheeler and Cline's pioneering work into the present context with a preface and an introduction which discuss the questions and claims raised in the book still relevant to this day.

This book reports an attempt to introduce change in schools using a computer-based curriculum innovation for teaching higher-order thinking skills to middle and high school students. One of the volume's themes is the extraordinary complexity and difficulty of facilitating such change in schools. A corollary of that theme is the fact that patience must be an integral part of the strategy when promoting or studying change in schools. In reporting the activities during the early years of a technological innovation and research project in which the emphasis thus far has been primarily on establishing the change, this book focuses on describing the move to a technology-based learning environment. As such, it details an ongoing process -- a fascinating process -- and one that is likely to be repeated in the near future in countless schools throughout the nation.

This book argues that information communication technologies are not creating new forms of social structure, but rather altering long-standing institutions and amplifying existing trends of social change that have their origins in ancient times. Using a comparative historical perspective, it analyzes the applications of information communication technologies in relation to changes in norms and values, education institutions, the socialization of children, new forms of deviant and criminal behaviors, enhanced participation in religious activities, patterns of knowledge creation and use, the expansion of consumerism, and changing experiences of distance and time.

This text argues that information communication technologies are not creating new forms of social structure, but rather altering long-standing institutions and amplifying existing trends of social change that have their origins in ancient times. Using a comparative historical perspective, it analyzes the applications of information communication technologies in relation to changes in norms and values, education institutions, the socialization of children, new forms of deviant and criminal behaviours, enhanced participation in religious activities, patterns of knowledge creation and use, the expansion of consumerism, and changing experiences of distance and time.

This book reports an attempt to introduce change in schools using a computer-based curriculum innovation for teaching higher-order thinking skills to middle and high school students. One of the volume's themes is the extraordinary complexity and difficulty of facilitating such change in schools. A corollary of that theme is the fact that patience must be an integral part of the strategy when promoting or studying change in schools.
In reporting the activities during the early years of a technological innovation and research project in which the emphasis thus far has been primarily on establishing the change, this book focuses on describing the move to a technology-based learning environment. As such, it details an ongoing process -- a fascinating process -- and one that is likely to be repeated in the near future in countless schools throughout the nation.

This book presents the formerly-unpublished manuscript by Wheeler and Cline detailing the landmark, comparative prisons study they conducted in the 1960s which examined fifteen Scandinavian prisons and nearly 2000 inmates across four Nordic countries. At the time, it was the largest comparative study of prisons and inmate behavior ever undertaken and despite 15 years of analysis and write-up it was never published but it influenced many other important prison studies that followed. This book engages with the functionalist perspectives that were widespread in the 1960s, and tries to answer some of the classical questions of prison sociology such as how prisoners adapt to imprisonment and the degree to which prisoner adaptations can be attributed to characteristics of prisoners and prisons. It examines the nature and structure of prisons, the effect of that structure on individual prisoners and the other factors that may influence the way that they respond to confinement. It also includes discussion about the prisoners' considerations of justice and fairness and a explanation of the study design and data which was highly unique at the time. The Scandinavian Prison Study brings Wheeler and Cline's pioneering work into the present context with a preface and an introduction which discuss the questions and claims raised in the book still relevant to this day.