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Development And Implementation Of A Problem Based Learning Component In Police Post Academy Training A Case Study
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Book Synopsis Development and Implementation of a Problem-Based Learning Component in Police Post-Academy Training: A Case Study by : Andrea Bordwell Hyneman
Download or read book Development and Implementation of a Problem-Based Learning Component in Police Post-Academy Training: A Case Study written by Andrea Bordwell Hyneman and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: As police departments are usually unable to hire in inidividuals with the requisite knowledge, skills, and abilities required for successful performance of the policing job, they are tasked with delivering post-academy training to newly hired officers to ensure that they have understanding of the department's policies and procedures. The current study describes the process of implementing portions of the Reno Model of police training (specifically, a daily journal and Problem Based Learning Exercises) into the training program at the Collierville Police Department which follows the San Jose Model of police training. Results of the implementation conclude that the additions to the training program were beneficial to the training organization. Other benefits garnered by the department include improved communication, improved response to generational differences, and a more involved learning process.
Book Synopsis The Perceived Value of Problem-based Learning at a Police Training Academy by : Trisha M. King Stargel
Download or read book The Perceived Value of Problem-based Learning at a Police Training Academy written by Trisha M. King Stargel and published by . This book was released on 2009 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The success of new police officers on the job is critically dependent on the quality of training they get before beginning their work (Bennet!, Jones, & Corey, 2007; Berzins, 2005; Charles, 2000; Haberfeld, 2002; Johnson, 2006). Previous research on the effectiveness of teaching methodologies used within police academies is sparse (Edwards, 1993; Haberfeld, 2002; Lord, 2002; O'Keefe, 2004). Problem-Based Learning (PBL) is a teaching methodology well suited for the skill development needed to be effective as a police officer (Saltzman, 2006). This study sought to examine the perceived effectiveness of PBL as it had been implemented in the Kentucky Department of Criminal Justice Training"--Abstract.
Book Synopsis Effectiveness of Problem-based Learning Strategies Within Police Training Academies and Correlates with Licensing Exam Outcomes by : Cecil R. Queen
Download or read book Effectiveness of Problem-based Learning Strategies Within Police Training Academies and Correlates with Licensing Exam Outcomes written by Cecil R. Queen and published by . This book was released on 2016 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: The training and education of police officers has recently come into question by many facets of the American general public and the mass media as well. Empirical research into the effects of police academy teaching methods is minimal. This study sought to assess the perceived effectiveness of problem-based learning (PBL) teaching strategies within police training academies in Michigan and sought to measure the effects of PBL strategies on the MCOLES Police Officer Licensing Examination mean scores in Michigan. A quantitative approach was utilized to compare the Michigan Police Officer Licensing Examination mean test scores between academies that formally adopted Problem-Based Learning (PBL) teaching strategies and police academies that have not formally adopted PBL (NPBL) teaching methods. Examination mean scores from official state records for a 16 year period (1999-2014) were statistically analyzed. The PBL trained police officers were found to have statistically significant higher scores overall on the licensing examination. In addition, the perceptions of 231 Michigan police officers on their academy experiences were collected using an electronic survey to study the effects of PBL and NPBL teaching methods. The officers opined on their levels of agreement regarding seven areas of their academy education: the level of the PBL instruction provided, their acquired problem-solving skills, their acquired critical thinking abilities, their acquired communication skills, their level of satisfaction of their academy classroom experiences, their beliefs that the education prepared them adequately to perform the requisite job tasks of a police officer in Michigan, and their overall satisfaction with their academy. The officers from the PBL police academy provided statistically significant higher levels of agreement than the NPBL academy officers in all seven areas. Comments on three open-ended questions were evaluated to discover common themes. The officers provided their observations on the areas that were most and least valuable during their academy training, along with recommendations for change. The police officers identified the key factors of their academy training to be the actual learning methodologies employed, their individual classes, and practical scenario exercises. Recommendations for academy directors, instructors, and curriculum development specialists are provided.
Book Synopsis Problem-based Learning by : Gregory P. Vander Kooi
Download or read book Problem-based Learning written by Gregory P. Vander Kooi and published by . This book was released on 2006 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Policing strategies have gravitated toward a consensus paradigm model, commonly referred to as "community policing." This is a significant paradigm shift, yet most police academies continue to use traditional lecture-based pedagogical methods to train police officers. One possible alternative to passive lecture-based teaching is a more active problem-based learning. Problem-based methodologies consist of presenting ill-structured problems whereby an instructor facilitates and directs the students in active inquiry toward possible solutions for a specific problem. Faculty at Ferris State University, in Big Rapids Michigan, designed a police academy that uses problem-based learning as its core teaching strategy. This study explored how these police academy students perceived problem-based teaching methods influenced their learning as compared to students attending other academies still using the traditional lecture-based pedagogy. Students' preferred learning styles were also examined to determine any impact on those perceptions. This study used a quasi-experimental approach including a treatment group of forty-one students from Ferris State University's 2005/06 police academy and a control group of fifty-three students drawn from three other police academies in Michigan. All students completed an end-of-course survey examining their perceptions on acquired problem solving skills, acquired critical thinking skills, satisfaction, or beliefs that the training prepared them well to perform as a policy officer. In almost all cases, the average scores from the group taught via problem-based learning were more successful, but the results revealed only statistically significant differences for one of four teaching modules. However, the open-ended questions revealed that the recruits who attended the problem-based academy had a deeper understanding of problem solving and critical thinking skills. Overall, this study parallels much of the literature discovered in the analysis of problem-based learning-teaching methodologies in the medical field. Students as a whole enjoy the experience more and indicate they learn more, but not to a greater level of statistical significance than students in the traditional program. Yet the open-ended responses revealed that thought processes were created in the problem-based group that are more in line with community policing strategies. Additional study on this topic, including cost implications, is clearly necessary
Book Synopsis Encyclopedia of Community Policing and Problem Solving by : Kenneth J. Peak
Download or read book Encyclopedia of Community Policing and Problem Solving written by Kenneth J. Peak and published by SAGE Publications. This book was released on 2013-05-28 with total page 521 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community policing, as a philosophy, supports the systematic use of partnerships and problem-solving techniques to proactively address the immediate conditions that give rise to public safety issues, including crime, social disorder, and fear of crime—as opposed to responding to crime after it occurs. Community policing expands the traditional police mandate. It broadens the focus of fighting crime to include solving community problems and forming partnerships with people in the community so average citizens can contribute to the policing process. Originating during police reform efforts of the 1970s, the philosophy of community policing is currently widespread and embraced by many citizens, police administrators, scholars, and local and federal politicians. What sorts of collaborative partnerships have evolved between policing agencies and the individuals and communities they serve? How do police departments engage in systematic examination of identified problems to develop effective responses? How have police departments aligned their organizational structures to best support community partnerships and proactive problem solving? Just how effective have efforts at community policing been? These questions and more are explored within the pages of this new reference work. Features: A collection of 150 to 175 entries are organized in A-to-Z fashion in one volume available in both electronic and print formats. Signed entries, authored by significant figures in the field, each conclude with Cross-References and Suggestions for Further Readings to guide students to in-depth resources. Brief "What Works" case studies within appropriate entries profile community policing programs and strategies as tried in various cities and communities. Although organized in A-to-Z fashion, a thematic "Reader's Guide" in the front matter groups related entries by broad topic areas (e.g., Foundations; Methods & Practices; Legislation & National Organizations; Changing Agency Culture; Planning & Implementation; Training & Curriculum; Assessment & Evaluation; etc.). Also included in the front matter, a Chronology provides students with historical perspective of the development of community policing. The entire work concludes with a Resources appendix listing classic books, journals, and associations, followed by a comprehensive Index.
Book Synopsis Andragogical Instruction for Effective Police Training by : Robert F. Vodde
Download or read book Andragogical Instruction for Effective Police Training written by Robert F. Vodde and published by Cambria Press. This book was released on 2009 with total page 468 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book details a 2-year study that examined and compared the efficacy of an andragogical instructional methodology to that of a traditional, prescriptive, pedagogical, and militaristic format of basic police training. The study not only revealed that an andragogical approach yielded greater outcomes in terms of skills and competencies, but was preferred among recruits, in great part due to the emphasis placed on experiential learning and a collegiate and collaborative approach to learning. In his research, Robert F. Vodde identified six thematic, categorical constructs by which basic police training programs can be organized and administered, to include the importance for not only working within a quasi-military hierarchal organizational structure, but in preparing recruits for the emotional and physical challenges associated with police work. When properly administered, an andragogical approach represents a well-planned and skillfully orchestrated process that holistically integrates all aspects of the curriculum; one that capitalizes on the use of multi-sensory, experiential, hands-on learning activities that allow recruits to apply what they have learned. Considering the short and long-term impacts of basic police training, Vodde illuminates in this book that "an andragogical instructional methodology serves as a pragmatic, effective, and responsive approach to training"; it is one that creates a physical and psychological climate that takes into consideration the affective needs of the recruit, thus providing for a healthy, engaging, challenging, and collaborative atmosphere in which future police officers "develop a clear understanding and perspective of their role within the greater context of society."
Book Synopsis An Application of a Systems Approach to Training by : United States Civil Service Commission. Bureau of Training
Download or read book An Application of a Systems Approach to Training written by United States Civil Service Commission. Bureau of Training and published by . This book was released on 1969 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Problem-Based Learning in Police Academies by : Eric Paul Werth
Download or read book Problem-Based Learning in Police Academies written by Eric Paul Werth and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored the use of adult learning principles by instructors at two state-run multi-jurisdictional police training academies using Problem-Based Learning (PBL). Instructor use of adult learning principles was assessed using an electronic version of the Principles of Adult Learning Scale (PALS). PALS scores indicate that instructors at both institutions favor an instructor-centered as opposed to student-centered teaching style, that time since PBL implementation did not lead to a greater use of adult learning principles by instructors at the academy utilizing PBL for a greater length of time, and that there is little significant difference in the use of adult learning principles by instructors at the two PBL academies compared to instructors at an academy not using PBL. The results of this study will potentially impact the training provided to police instructors both prior to and following adoption of PBL as well as the decision of some agencies to convert to PBL-based curricula.
Book Synopsis Training the 21st Century Police Officer by : Russell W. Glenn
Download or read book Training the 21st Century Police Officer written by Russell W. Glenn and published by Rand Corporation. This book was released on 2003 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: Restructure the LAPD Training Group to allow the centralization of planning; instructor qualification, evaluation, and retention; and more efficient use of resources.
Book Synopsis The Impact of Community Policing Training and Program Implementation on Police Personnel by : Robin N. Haarr
Download or read book The Impact of Community Policing Training and Program Implementation on Police Personnel written by Robin N. Haarr and published by . This book was released on 2000 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report presents the methodology and findings of a study that examined the impact of basic training, field training, and work environment on police recruits' attitudes toward policing in general and particularly community policing, problem solving policing, and cultural sensitivity. The study was conducted in cooperation with the Phoenix Regional Police Training Academy and 25 police agencies across Arizona. In 1995 the Phoenix Regional Police Training Academy revised its basic training curriculum and implemented a 606.5-hour, 16-week basic training program that integrates community policing and problem-oriented policing across the curriculum. The impact of basic training on police recruits was examined by using a single-case study pretest-posttest design of a panel sample of 446 police recruits from 14 successive training academy classes that began between December 1995 and October 1996. Police recruits were pretested (Time 1) upon entering the academy. This determined police recruits' baseline measures of job involvement, job satisfaction, and attitudes and beliefs about traditional policing strategies, community policing methods and philosophies, problem-solving techniques, the importance of building positive police-public relations, and multicultural awareness and skills. A 16-week period elapsed between the pretest and the first posttest (Time 2), which was conducted during the final 3 days of the basic training academy. A total of 446 recruits from the original panel completed the Time 2 posttest survey. Since continued assessment throughout the field training and occupational socialization processes were an essential part of the research design, a second posttest (Time 3) was conducted 12 weeks after the first posttest at or near the end of the recruits' field training process. Generally, the findings showed that the Training Academy had a positive impact on police recruits' attitudes regarding community policing and problem-oriented policing, as well as the development of police recruits' sense of capability at engaging in problem-solving activities and assessing the needs of diverse groups of citizens. At the same time, the academy had a positive impact on shaping police recruits' support for traditional policing. Field training generally failed to reinforce the positive impact of the academy training on police recruits' attitudes toward community policing, problem-solving policing, and cultural sensitivity; in fact, it had a negative impact on such attitudes. This study advised that training in support of community policing must begin with the development of awareness of its principles and practices, and this was where the academy should continue to focus; however, principles taught in the academy must be coupled with police practices that reflected what the academy was teaching. This requires that field training officers know what the academy is teaching and apply these training principles in practice, such that the recruit finds that what has been learned in the academy is being practiced in the field. Such continuity in training is most likely to develop the cognitive systems that result in attitudes, values, and beliefs consistent with community policing.
Book Synopsis A Preliminary Examination of the Effectiveness of the Problem-based Learning Delivery Modality in the Washington Basic Law Enforcement Police Academy by : Myla Marie Moody
Download or read book A Preliminary Examination of the Effectiveness of the Problem-based Learning Delivery Modality in the Washington Basic Law Enforcement Police Academy written by Myla Marie Moody and published by . This book was released on 2010 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Police Early Intervention Systems by : Tim Prenzler
Download or read book Police Early Intervention Systems written by Tim Prenzler and published by Springer Nature. This book was released on with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Twenty-First Century Police Training by : Lee R. Perry
Download or read book Twenty-First Century Police Training written by Lee R. Perry and published by . This book was released on 2011 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: The diverse requirements, work environments, and relationships that exist within 21st century police work, as well as an increasing emphasis upon community-policing philosophy and recommendations of internal and external evaluators, necessitate greater levels of self-direction, problem-solving, and critical thinking among law enforcement officers. In response to these needs, the Los Angeles Police Department has implemented changes within its academy curricula and methods of instruction, including the use of adult-learning concepts, problem-based learning, and the use of scenario-based learning and simulation activities. In order to evaluate the efficacy of these changes, a coding manual was developed to measure the extent to which recruits utilized the Clients, Acquiring and Analyzing Information, Partnerships, Response, Assessment (CAPRA) problem-solving model to respond to a written domestic violence scenario. An evaluation of the utility and reliability of this manual, as well as the relationships between recruit scores and final academy grades and demographics were explored.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis State and Local Law Enforcement Training Academies, 2006 by : Brian A. Reaves
Download or read book State and Local Law Enforcement Training Academies, 2006 written by Brian A. Reaves and published by . This book was released on 2009 with total page 15 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis School, Family, and Community Partnerships by : Joyce L. Epstein
Download or read book School, Family, and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Book Synopsis The Use of Classroom Discussion at a Law Enforcement Training Academy by : Cynthia L. Lewis
Download or read book The Use of Classroom Discussion at a Law Enforcement Training Academy written by Cynthia L. Lewis and published by . This book was released on 2014 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: The ability to solve problems, think critically, and communicate effectively are necessary traits in law enforcement officers (LEOs). Individuals responsible for instructing LEOs must employ adult learning strategies to provide LEOs the opportunity to share ideas, experiences, beliefs, and knowledge. Discussion is one learning strategy that invites participation in sharing information. However, law enforcement training traditionally has incorporated teacher-centered methods that limit students sharing experiences and learning from each other. The purpose of this case study was to examine what instructors at a law enforcement training academy understand about using discussion in the classroom. The study used adult learning theory and experiential learning theory as its theoretical framework. Three guiding questions examined how academy instructors perceive discussion, if they use it effectively, and if any barriers exist to using it. Data analysis was conducted using coding methods, member checking, and comparing observations with interviews. Semi-structured, face-to-face interviews of 7 instructors were coded for common words, phrases, and themes. Results of the interviews revealed 5 themes: sharing experiences, identifying barriers, using teaching strategies, understanding the classroom environment, and distinguishing nonverbal communication. Results of the observations revealed 2 themes: barriers and encouragement to classroom discussion. Findings from the data guided the development of a professional workshop focusing on the use of discussion for instructors at the law enforcement training academy. Implications for positive social change included enhanced instruction and learning at the facility studied as well as at other law enforcement training environments.
