Education in Kentucky's Juvenile Justice System Research Paper by Nicky

Education in Kentucky's Juvenile Justice System
An exploration of the use of cooperative work groups (CWG) in assisting the troubled youth of Kentucky.
# 151560 | 3,388 words | 13 sources | APA | 2012 | US
Published on Jun 26, 2012 in Criminology (Juvenile Justice) , Education (General)


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Description:

The paper discusses how the juvenile justice system should use a decentralized approach for administering and financing the juvenile justice education programs and then explores the needs of cooperative work groups (CWGs) and how they can be very productive for the troubled youth in Kentucky. The paper identifies the five primary components that assist in the creation and facilitation of CWGs and looks at their design and implementation. The paper then examines the instruction of teamwork and interpersonal abilities, positive co-dependency, individual accountability and group examination to determine whether CWGs help or hinder the overall group cooperation and promotion and in making troubled students more comfortable and self-assured. Finally, the paper looks at the execution of a successful CWG.

Outline:
Education System for Trouble Youth in Kentucky Juvenile Justice System
The funding and Administration of Juvenile Justice Schools
Educational Facilities for the Troubled Youth
Executing Educational Programs for the Troubled Youth in Kentucky
Designing and Implementing Cooperative Work Groups (CWG)
Preparing a Component of CWG
The Execution of a Successful CWG

From the Paper:

"The environment of cooperative work groups is a great tool to make students encounter the hurdles and tests that they need to overcome together as a group in order to attain their goal. It is, of course, important for the teachers to make students more comfortable working together in social settings before applying the CWG design so that the students are familiarized with the concept and take less time adjusting to its demands. Furthermore, it is also important that the teachers initiate the CWG process with smaller and simpler tasks where the entire class will be willing to collaborate and learn within a social setting (Sapon-Shevin, 1994). Juts like any other mechanism or teaching techniques CWG also needs a lot of pre-determined development and management before it can be implemented in a classroom setting. In the pages below we will mainly be looking at all the literature review that has been gathered over the years in relation to the instruction of teamwork and interpersonal abilities, positive co-dependency, individual accountability, and group examination. The main idea is to identify, through these four components, whether CWG helps or hinder the overall group cooperation and promotion and in making troubled students more comfortable and self-assured."

Sample of Sources Used:

  • Bruce, W.I. (2000). Juvenile Justice System: Who is educating the Youth. Eastern University's Council for educators of at-risk and delinquent youth. Training Resource Center, Eastern Kentucky University.
  • Clover, D. R., & Midura, D. W. (1992). Team building through physical challenges. Champaign, IL: Human Kinetics.
  • Cohen, E.G. (1994). Designing group work: Strategies for the heterogeneous classroom (2nd ed.). New York: Teachers College Press.
  • Cuban, L, (1990), reforming again, again, and again, educational researcher 19/1: 3-13.
  • Dyson, B. & Grineski, S. (2001). Using cooperative learning structures in physical education. Journal of Physical Education, Recreation & Dance, 72(2), 28-31.

Cite this Research Paper:

APA Format

Education in Kentucky's Juvenile Justice System (2012, June 26) Retrieved December 05, 2020, from https://www.academon.com/research-paper/education-in-kentucky-juvenile-justice-system-151560/

MLA Format

"Education in Kentucky's Juvenile Justice System" 26 June 2012. Web. 05 December. 2020. <https://www.academon.com/research-paper/education-in-kentucky-juvenile-justice-system-151560/>

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