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1.
Criminal justice programs at traditional institutions of higher learning have been moving toward offering courses online and, in some cases, placing entire programs online for the better part of the past decade. In competition with for‐profit institutions, many traditional colleges and universities have expanded their distance education programming to include online courses and programs to attract students. As a result, the number of criminal justice students has increased, as have the profits for home institutions. With this growth in the online education market, the criminal justice faculty member has been thrust, willingly or unwillingly, into the world of online teaching—a method of instruction foreign to many instructors. From the authors’ experience at their current (and in the case of the lead author a second) institution, this paper addresses many issues that must be considered by faculty members before embarking on this type of time‐intensive initiative.  相似文献   

2.

The field of criminal justice/criminology has few studies that examine faculty opinions regarding the use of technology as a replacement and supplement to traditional classroom instruction. Using a sample of criminal justice and crime-related higher education faculty members in the state of California, this study examines perceptions of effectiveness and the actual use of various classroom-based technologies. The results reveal that while most faculty members hold positive views toward the use of technology, far fewer are actually integrating technology-based methods of instruction into their courses. Meanwhile, most faculty members do not perceive the presence of adequate administrative supports or incentives at their institutions for the development of distance learning courses. Overall, support for the integration of technology into criminal justice education appears to be greatest when it is used as a supplement rather than a replacement for face-to-face classroom instruction.  相似文献   

3.

For two disciplines interested in similar issues, law schools and criminal justice programs may as well be on different sides of the moon when it comes to pedagogy. Undoubtedly, criminal justice has lessons to share with law, but legal instruction also offers innovations for justice education. The following essay presents my experience from both law school and criminal justice programs, offering recommendations to improve criminal justice teaching. I offer the suggestions not under any brazen notion that I have discovered the secrets to ideal pedagogy, but rather to suggest that many of law's methods would benefit criminal justice as well.  相似文献   

4.

This article suggests various techniques and strategies for integrating historical research methods into the drug education classroom. While most criminal justice programs offer courses on drug education, instruction has typically concentrated on policy issues. With little historical perspective on the roots of the drug problem, students are too often left with a one-dimensional perspective: that all illegal drug use should be criminalized. Like many recent historical events, the roots of the drug problem remain a distant abstraction to the current generation of criminal justice students. A historical approach to this subject using historiographic methods can lead to a better understanding of the cyclic nature of the U. S. drug problem and policies over the past century.  相似文献   

5.

While both criminal justice programs and Jesuit institutions claim commitment to the realization of justice, their conceptions of justice differ. This exploratory survey of 31 criminal justice majors and 51 non-majors compares criminal justice majors' concept of justice with that of non-criminal justice majors. We find that criminal justice majors and non-majors generally do not differ in their views of justice or their rank of goals for specific criminal justice professionals, regardless of the number of theology/philosophy or criminal justice courses taken or other demographic factors.  相似文献   

6.

The rapid expansion of international law and the establishment of an international criminal court have resulted in new justice institutions that should not be ignored in criminal justice curricula. Genocide, as the focal point of an entire course or a unit within other courses, provides instructors with an organizational framework for addressing a wide variety of topics related to international law. This paper discusses how the crime of genocide can be integrated into criminal justice curricula and the opportunities it provides for examining international law, history, current events, and the interdependence of criminal justice system components. A course on genocide taught to advanced undergraduate and beginning graduate students is described and evaluated.  相似文献   

7.
Abstract

The authors compared the average grades given in 165 behavioral and social science courses with the average ratings given by students to the instructors who taught the courses. Significant positive correlations were found between the average ratings for instructional quality and the average grades received by students. The courses in which the average grades were the highest were also those in which students gave teachers the highest ratings. Among possible reasons for the correlations are that better teachers attracted better students or that quality teachers provided more effective instruction, resulting in more student learning and, thus, higher average grades. Another explanation is that most college students tend to bias their ratings of instructional quality in favor of teachers who grade leniently (I. Neath, 1996). If correct, the latter reasoning begins to explain why the widespread use of student evaluations in the United States in recent decades has been accompanied by increases in the average grades that university students received. To prevent grade inflation, and particularly to avoid rewarding and promoting instructors who use increasingly lax grading standards, administrators should adjust student ratings of instructional quality for the average grades given for a course. In general, only courses near the extremely high and low ends in terms of students' average grades were significantly affected by the statistical adjustment.  相似文献   

8.
Increased enrollment in online programs and courses has prompted a plethora of research on instructional strategies that impact online students’ learning. Most of these strategies came from instructors, and others were solicited from students. While the literature notes that students who have more university experience tend to provide more substantive responses when solicited, there seems to be limited representation of online master’s students’ preferences on what instructional strategies work for them. There is paucity in the literature on how these preferred instructional strategies inform existing theoretical and practical frameworks that could impact online learning performance. This article discusses the Top Ten Instructional Strategies preferred by master’s students who responded to a dissertation survey question - What specific things would you like your online instructors do to help you learn successfully? - and relates these strategies to the Seven Principles for Good Practice in Undergraduate Education and the Quality Matters Rubric.  相似文献   

9.
Abstract

Expanding opportunities for short-term overseas study require social work educators to consider ethical implications of these courses. Maximizing global understanding requires skillful facilitation, culturally respectful engagement, and learning activities consistent with ethical codes. Drawing on 10 years of experience leading study abroad trips the authors outline principles for instruction grounded in values of social justice, dignity and worth of the person, and the importance of human relationships. Successful study abroad programs expand student understandings of the impact of globalization. Reciprocity between participants and host country nationals is promoted with interactions based on mutual respect.  相似文献   

10.

Research methods are perhaps the most difficult subject matter to teach in the graduate criminal justice curricula. This is in part due to the mix of practitioners and aspiring researchers in most criminal justice graduate departments, leading many instructors to question whether their own coverage is in line with the needs of their graduate students as well as the coverage of other instructors. Also complicating matters is that research methods textbooks are not geared specifically for the graduate level, and thus may neglect topics that are necessary for today's criminal justice graduate students. The present study addresses these concerns by providing an analysis of 11 current criminal justice research methods textbooks, as well as a survey of 36 instructors of graduate criminal justice and criminology research methods classes. Both the texts and instructors are found to place a strong focus on quantitative methods, while the textbooks tend to place a greater emphasis on qualitative methods than the instructors. Moreover, both the texts and instructors neglect topics crucial to today's criminal justice graduate student, including grant writing, article writing and critiquing, and standards for collaborative research efforts.  相似文献   

11.

In recent years there has been growing interest in comparative/international criminal justice issues. Consequently, a number of scholars and professional organizations have encouraged course offerings in these areas. In this article, results are reported from a national survey carried out to determine the prevalence of courses addressing comparative criminal justice and the course content, structure and the characteristics of faculty who teach them. A questionnaire was mailed to 381 heads of four-year criminal justice programs in the United States; 169 (44%) usable returns were received from four-year institutions. The results indicated that 58 (34%) of the criminal justice programs provide some comparative/international courses. Faculty who are actively involved in these are usually at the upper ranks and have primary interests in England and Japan. Analysis of course content revealed that most emphasize writing skills and critical thinking about comparative issues, and that there appears to be a developing consensus on certain core concepts involved in the teaching of such topics.  相似文献   

12.

The quality of criminal justice programs has been evaluated by methods which assume that quality standards are associated primarily with research excellence and are clearly defined. Because these standards are still emerging in our discipline, a more appropriate method of assessment is introduced, which takes into account the evolving standards of quality in criminal justice. With this method, programs can evaluate themselves continuously not only against minimum standards, but also against newly evolving standards as they are introduced. This design will allow criminal justice programs to determine whether their procedures promote the goal of students' learning by analyzing their functions in relation to evolving standards of quality.  相似文献   

13.
It is widely recognized that lectures continue to dominate college chemistry instruction, especially in developing countries, and that lectures limit student intellectual engagement. To address this concern, a General Chemistry course in a Philippine university was reconstructed to implement an instructional cycle consisting of three phases: a plenary or mini‐lecture, seatwork activity, and a summary or closure. An expert instructor coached the instructors to improve their teaching. Two instructors were involved in pilot implementation and 13 instructors in a large‐scale implementation. This article describes the instructors’ adoption of the instructional cycle using qualitative and quantitative methods that involved multiple data sources. The instructional cycle and intensive coaching enabled most instructors to change their practices, shift their focus from teaching to learning, and enhance their knowledge of student learning difficulties. Nine instructors were able to significantly change their teaching and apply meaningful student seatwork in their lessons. These nine instructors used student seatwork and activities 30–70% of the time, whereas previously 90% of the time involved lectures. Videotape records showed that more than 70% of the students were continuously on task. Four instructors had considerable difficulties in applying the new approach but also had difficulties with conventional lectures. The project constituted the start of a departmental reorientation with a focus on effectiveness of teaching and learning. Subsequently the faculty and course development model developed in this study was used to revise other courses. The theory of Rogan and Grayson proved useful in describing the change processes.  相似文献   

14.
Abstract

The aim of this study was to examine the effects of two different instructional models (i.e. direct instructional model (DIM) and tactical games model (TGM)) with primary education students. Perceived exertion, affective valence, physical activity (PA) level, instruction time, active learning time, and relation of instruction/active learning time were measured with 256 primary education students during DIM and TGM 8 weeks’ intervention programs. Significant differences were found between the DIM and TGM in perceived exertion, PA level, instruction time and in the relation between instruction/active learning time (p?<?.01, ES=?0.4 to 1.1). By age group, the DIM had significantly higher PA level in students of 3rd grade of primary education (G3), 4th grade (G4) and 6th grade (G6) (p?<?.05 or p?<?.01, ES=?0.8 to ?0.4). The instructional model used during physical education classes can affect perceived exertion, PA level, instruction time, and the relation instruction/active learning time.  相似文献   

15.
Abstract

Developing effective strategies to support secondary students with learning difficulties is important because they are the most prevalent students with special educational needs in contemporary mainstream classes. A learner‐focused instructional approach that incorporates meaning‐making, student control, and acceptance of errors, combined with explicit instruction will facilitate the learning of students with learning difficulties. This approach derives from an instructional setting model of learning difficulties, as distinct from a deficit model or an inefficient learner model, and draws on principles from constructivist learning theory and whole language theory. Guided by this model and these principles, secondary teachers can design curricula and classroom environments that support the needs of all students.  相似文献   

16.

Freshman group programs have been promoted by many institutions of higher learning. However, few empirical evaluations of such programs have been reported in the scholarly literature, and none have focused on programs in criminal justice education. Subjects in this study included 130 students enrolled in an introductory criminal justice course at one institution, a portion of which (32 students) were also enrolled in sections of a group program called Freshman Interest Groups. Results showed that students enrolled in this program did better in the course than their freshmen peers and upper-class students, which analyses showed was largely due to higher attendance.  相似文献   

17.
Abstract

Social work educators are increasingly using advanced information technologies in their distance education programs. Despite the widespread use of distance learning in social work education, there is limited information available regarding the effectiveness of courses, particularly practice courses, that use these technologies or the experiences of the students and instructors who are helping to pioneer these technological initiatives. This article presents reflections from students from two MSW practice classes linked together through interactive TV, also known as compressed video. The authors, who were course instructors using this technology, present their reflections on the process and make recommendations for future distance learning courses.  相似文献   

18.

One of the most stimulating but trying aspects of teaching criminology and criminal justice courses centers on the controversial issues that so frequently arise in our courses. In this paper we discuss five models or approaches to dealing with controversial issues in the classroom: the due process approach, the peacemaking approach, the academic controversy approach, the devil's advocate approach, and the avoidance approach. These models are intended as ideal types to be used by instructors find them useful, not as models to be compared critically. Strategies to prevent or cool down heated discussions are also suggested.  相似文献   

19.

This paper addresses criminal justice educators' increased concern about how to teach and study environmental crime in criminal justice curricula. It introduces a new pedagogical approach that meets the needs of both instructors and students in an environmental crime course.  相似文献   

20.
ABSTRACT

While post-secondary school students with learning difficulties confront many challenges, there is little research on methods of support. In the current study, the ‘adapted course’ model was qualitatively examined from the perspective of both students and instructors. The main goal was to explore how students and instructors perceived the instruction in adapted courses. Five pre-service students with learning disabilities (LD) and/or attention-deficit hyperactivity disorder and three instructors were interviewed. Responses were analysed using subjective analysis, with central content categories identified based on student and instructor statements. Six main themes emerged: (1) small class size; (2) emotional support; (3) adjusted teaching methods; (4) independent practice exercises; (5) instruction by modelling; and (6) instructor characteristics. The current study can inform pedagogical principles on which a support model for post-secondary students with LD can be based. It provides analyses of the effectiveness of one support model and presents the perceptions of both faculty and students. Moreover, the study provides an opportunity to learn about potential components of effective teaching-learning, not only in the specific context of adapted courses, but in any supportive learning situation (e.g. tutoring) or course.  相似文献   

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