Criminal Justice Education: Investigation of Retention, Self-Efficacy, and Teaching Style in College Based versus Law Enforcement Academies

Autor/in	Drummond, Frank J.
Titel	Criminal Justice Education: Investigation of Retention, Self-Efficacy, and Teaching Style in College Based versus Law Enforcement Academies
Quelle	(2009), (119 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1095-4390-2
Schlagwörter	Hochschulschrift; Dissertation; School Holding Power; Comparative Analysis; Self Efficacy; Teaching Styles; Higher Education; Public Agencies; Adult Educators; College Faculty; Teacher Surveys; Statistical Analysis; Standards; Training Methods; Law Enforcement; Police Education; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Self-efficacy; Selbstwirksamkeit; Lehrstil; Unterrichtsstil; Hochschulbildung; Hochschulsystem; Hochschulwesen; Öffentliche Einrichtung; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Fakultät; Statistische Analyse; Standard; Didaktik; Trainingsmaßnahme; Gesetzesvollzug; Polizeihochschule; Kalifornien
Abstract	The purpose of this study was to investigate measures of retention, self-efficacy, and teaching style in a college based law enforcement program versus an agency based law enforcement academy on the west coast through survey methods. A total of 35 law enforcement based academy instructors (i.e., Modesto) and 30 college based academy instructors (i.e., Delta) completed surveys. Teachers in the Delta cohort had a higher average self-efficacy (x = 35.0) compared with the Modesto cohort (x = 31.2) as measured by the GSE scale. Teachers in the Delta cohort had higher average teaching style ratings compared with the Modesto cohort for all styles (e.g., Facilitator, Delegator, Personal Model, Expert, and Formal Authority) as measured by the Grasha-Riechmann Teaching Style survey. Modesto retention rates (2007 = 74.1%, 2008 = 69.2%, 2009 = 63.8%) were lower than Delta retention rates (2007 = 74.6%, 2008 = 71.6%, 2009 = 67.7%). There were no statistically significant relationships between police recruit retention rates and teacher self-efficacy scores for either the Delta or Modesto cohorts. There were no statistically significant differences in between police recruit retention rates and teaching style ratings for either the Delta or Modesto cohorts. The only statistically significant finding involved MANOVA statistical analysis that determined differences in retention rates, self-efficacy scores, and teaching style ratings that were all higher for the Delta cohort compared to the Modesto cohort with less than a 5% chance for Type I error. There were also some statistically significant and positive relationships between self-efficacy scores and higher teaching style ratings among both cohorts detailed in Chapter 5. The study results are therefore meaningful and applicable to the California Commission on Peace Officer Standards and Training and related stakeholders (e.g., police chiefs/law enforcement academy directors, teachers, and public citizens) from which to improve police recruit retention rates in both law enforcement training programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10