Linking Learning & Serving: Teaching Core Content through Service Learning

Experts agree that students learn best when their learning experience is hands-on, immediate, relevant, and what they are learning is directly tied to an experience with another human being. Service-learning is a teaching strategy that connects a service experience in the community to classroom curriculum. This book highlights ways teachers can engage students in service-learning projects that will both satisfy the core content guidelines and make learning more meaningful for students. Keep in mind that this document only briefly touches on how to utilize service-learning to meet required core content. While the ideas contained in this document just skim the surface of the possibilities for blending core content concepts with service-learning, it is hopeful that the information contained in this document will lead you to explore other avenues for integrating service-learning with the core curriculum

Evaluation Study of Kentucky: Adult Basic Education Program

Evaluation Study of Kentucky: Adult Basic Education Program published by the Kentucky State Department of Education, Division of Adulty Education in 1969

The effects of custodial vs. non-custodial sentences on re-offending: A systematic review of the state of knowledge

As part of a broad initiative of systematic reviews of experimental or quasiexperimental evaluations of interventions in the field of crime prevention and the treatment of offenders, our work consisted in searching through all available databases for evidence concerning the effects of custodial and non-custodial sanctions on reoffending. For this purpose, we examined more than 3,000 abstracts, and finally 23 studies that met the minimal conditions of the Campbell Review, with only 5 studies based on a controlled or a natural experimental design. These studies allowed, all in all, 27 comparisons. Relatively few studies compare recidivism rates for offenders sentenced to jail or prison with those of offenders given some alternative to incarceration (typically probation). According to the findings, the rate of re-offending after a non-custodial sanction is lower than after a custodial sanction in 11 out of 13 significant comparisons. However, in 14 out of 27 comparisons, no significant difference on re-offending between both sanctions is noted. Two out of 27 comparisons are in favour of custodial sanctions. Finally, experimental evaluations and natural experiments yield results that are less favourable to non-custodial sanctions, than are quasi-experimental studies using softer designs. This is confirmed by the meta-analysis including four controlled and one natural experiment. According to the results, non-custodial sanctions are not beneficial in terms of lower rates of re-offending beyond random effects. Contradictory results reported in the literature are likely due to insufficient control of pre-intervention differences between prisoners and those serving “alternative” sanctions

Common school laws of Kentucky, 1916 : comp. in accordance with sections 35 and 37 of the Common school laws /

Mode of access: Internet

The common school laws of the state of Kentucky.

Mode of access: Internet

Report.

Vols. for 1838-39, 1844 are found in the Senate and House journals of Kentucky, 1838/39-1839/40, 1844/45, respectively. 1843-46 are found in the Collected documents of Kentucky, 1843/44-1846/47, respectively.Title varies slightly.No separate issues found for 1838-39, 1843-46.No report published for 1897/99.Report year irregular.Mode of access: Internet

Common school laws of Kentucky, 1922.

Mode of access: Internet

The common school laws of the state of Kentucky,

Mode of access: Internet