There are three different ways to display the pattern of development of correctional education. The first and most straightforward way is the chronological model. This model is consistent with the way most people consider historical topics, according to blocks of time in discrete periods. The second way is the paradigm model. This model provides a more inclusive way of summarizing trends in the correctional education field, and is used to explain trends in various disciplines and occupations. The third and most inclusive model is based on a quadrant theory, which examines the subjective, objective, social, and cultural dimensions of human thought and action. The subjective quadrant involves the teacher’s rationale being engaged in correctional education. The objective quadrant focuses on classroom activities and outcomes and how curricula and technology convey information. The social quadrant is about the functional fit between material and human resources to support those activities and outcomes, with emphasis on the administrative configuration that regulates budget and personnel. The cultural quadrant emphasizes the correctional educator professional identity that facilitates clarity about teaching in prisons. Taken together, these three models can be applied to increase clarity of thought about correctional education. Many correctional educators find they are in an environment that seems hostile to education and learning. Even a little clarity can go a long way toward making them feel less vulnerable and more able to focus on student learning. In settings where there is little confirmation or encouragement from others, such as the public, institutional administrators, education administrators, and correctional educators can benefit from collegially addressing the issues suggested in these three models. 4 figures, glossary, 28 references