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1.
Victimization and the costs of crime sometimes can be an afterthought in courses on crime and criminal justice, which often are focused on offenders. However, shifting attention to victims of crime potentially motivates students to better understand the causes and consequences of criminal victimization, thereby improving the learning of course concepts and producing better-prepared criminal justice practitioners. A new curriculum kit on understanding crime victims was implemented in two of three sections of a criminological theory course, with the third section acting as a control group having a unit on “offenders” instead of “victims.” In short, the kit did improve student knowledge of crime victimization, but so did a lecture on offenders. Interestingly, students exposed to the kit coupled with a service learning component continued to improve knowledge of crime victimization throughout the course, while the control group did not. Implications are discussed.  相似文献   

2.
To investigate changes in scholarly influence in criminology and criminal justice over 20 years, the most‐cited scholars in six major American journals were determined for 2001–05, and the results were compared with those obtained for 1996–2000, 1991–95, and 1986–90. The most‐cited scholars in 2001–05 were Robert J. Sampson in American criminology journals and Francis T. Cullen in American criminal justice journals. Highly cited scholars in American criminology journals focused on longitudinal/criminal career research and/or criminological theories, while those in American criminal justice journals focused on these topics or on criminal justice issues. Some highly cited authors were specialized, with one or two highly cited major works, while others were versatile, with many different works cited a few times each. Over time, older scholars such as Marvin E. Wolfgang were cited less often, while younger scholars such as Robert J. Sampson were increasingly cited. The waxing and waning of criminological influence careers are documented.  相似文献   

3.
One of the most common complaints among criminal justice educators is that students have very poor writing and research skills. In particular, educators cite that students’ papers are poorly organized, are replete with grammar and spelling errors, are missing key elements in their discussions, and are often plagiarized. Despite the need for research and writing classes, very few social science faculty members teach writing‐intensive courses because of the amount of time such a course requires. Accordingly, this paper presents a model criminal justice writing class that outlines specific teaching methods to overcome the most common problems found in criminal justice writing and research.  相似文献   

4.
This article draws on findings from an Economic and Social Research Council funded research project entitled ‘Disabled Students and Multiple Policy Innovations in Higher Education’ (R000239069). It begins with a brief review of theories of social justice and their implications for widening access policies for disabled students. Social justice may be conceptualised in relation to the distribution of social goods and cultural recognition. Related to distribution, data from the Higher Education Statistics Agency are used to analyse the progress which has been made in expanding the number of disabled students in higher education and the wider social characteristics of disabled students. Related to recognition, the article considers changes which have been made at the institutional level to make the academic environment more conducive to the inclusion of disabled students. It is noted that new public management has often been used as the vehicle for achieving social justice goals. Whilst progress has been made in relation to redistribution and recognition, the adoption of managerialist strategies has had some negative effects. For example, dyslexic students who tend to be male and middle class have been the greatest beneficiaries of the expansion, whereas poorer disabled students and those with more significant impairments have been less likely to be included. In addition, the adoption of a categorical approach for the purposes of social audit does not fit readily with disabled students' conception of self.  相似文献   

5.
No one would disagree that scientific research has been unethical—even criminal—at times. Institutional review boards (IRBs) play a fundamental role in protecting people from unethical criminological research. At the same time, IRBs, as social entities, are subject to a wide range of influences that may affect their decisions regarding the ethicality of research. This research note draws on the paradigm of pure sociology and the logic underpinning Black’s theory of law to propose a preliminary theory of IRBs’ (dis)approval of research. Specifically, it suggests that IRBs apply less social control to criminological research involving higher status researchers and lower status research participants and, therefore, those persons are more often involved in research. The paper concludes with theoretically situated, practical advice for how (1) IRBs can reduce their discrimination, and (2) criminological researchers can reduce IRBs’ disapproval of their projects and thereby increase their research output.  相似文献   

6.
The purpose of this study was to explore students’ perceptions of how the curriculum and teaching strategies in a social justice education course prepared them for social action engagement. Past studies using a similar approach to teaching about social justice issues did not include student interviews. Students’ perspectives can shed light on how experiences in a social justice education course prepared them to challenge social oppression and work toward equity in their daily lives. Six students were interviewed one semester after they completed a social justice education course. Findings indicated teaching strategies (e.g., experiential activities) that included students’ lived experiences also increased their personal awareness, empathy, confidence, and knowledge about tools for social action. These teaching strategies were identified more often than content as key in preparing students to take action. Classroom implications are discussed.  相似文献   

7.

Ethics is one of the most important topics in criminal justice and criminological research, yet it is also one of the most neglected. Indeed, it is common for professors to merely gloss over ethical issues at the end of their research methods classes, or to exclude them completely. The present study attempts to determine if such disregard for ethics carries over into the coverage found in criminal justice research methods textbooks. Eleven research methods textbooks that are commonly used in criminal justice and criminology were analyzed, and coverage of ethics was found to vary greatly across the books. Unfortunately, we also found that some important issues within research ethics are being omitted in the majority of the books, and we make recommendations toward expanding the coverage of research ethics.  相似文献   

8.
Today’s students are entering college having been immersed in media to an extent that has not been seen previously. The media-driven influence on college students has led many educators to use non-traditional mediums to engage their classes in meaningful learning experiences. Many educators advocate for the use of music and/or musical lyrics as a non-traditional teaching tool, specifically to illustrate the basic concepts of criminological theory. While many types of songs and lyrics could be used to teach criminological theory to undergraduate college students, the emphasis of this particular paper is on the use of popular music. Included is a discussion of using non-traditional instruction in the college classroom, student examples of theory application to popular music, and suggestions for implementing popular music in the classroom.  相似文献   

9.
As educators, we recognize that students often come to the classroom with preconceived notions about the criminal justice system that shape their subsequent learning. One such notion revolves around the effectiveness of the “war on crime” model of the criminal justice system. Many students feel that this model is the best way to achieve “justice.” Teaching peacemaking represents an opportunity to introduce the students to a new way of thinking about the criminal justice system. This paper explores how experiential learning strategies can facilitate students’ learning of peacemaking. Suggestions also are made about how peacemaking can be implemented into the pedagogy of criminal justice professors.  相似文献   

10.
This work compares the results of three assessment systems used in two Spanish universities (the Universidad Politécnica de Madrid and the Universidad Católica de Ávila): the traditional system based on final examinations, continuous assessment with periodic tests and a proposed system (specially designed for heterogeneous student bodies) orientated towards motivating students. This third system involved dividing the syllabus into two different parts: a common core assessed by multiple choice tests, and a specialisation assessed by a literature review, the writing of an article and an oral presentation. The latter skills are highly valued by employers. The proposed system led to a greater pass rate than that achieved by students taking similar courses assessed by the more conventional systems. In addition, the results show that involving students in the assessment process increases their participation in their studies and generates a feeling of satisfaction and justice.  相似文献   

11.
The criminal justice discipline has few studies that explore the use of technology as a supplement to traditional face-to-face instruction. Using a sample of criminal justice students enrolled in two sections of the same 300-level foundational criminal justice course, this study examines the impact of clickers and online homework on student performance in the course, as well as observes student perceptions of the integrated technology. Results reveal that while students perceived the technologies as helpful to their learning, the addition of technologies to the one section of the course had little impact on student performance indicators such as test scores and final letter grades. Potential explanations for these findings and directions for future research are discussed; and suggestions on how to potentially make these supplemental tools more useful are provided.  相似文献   

12.
Students majoring in criminology and criminal justice are assumed to have more detailed and accurate knowledge about crime, criminal justice, and punishment practices than peers majoring in other disciplines. The purpose of this study was to examine if criminology/criminal justice majors were more or less punitive than students pursuing other majors at three universities using standard predictors of punitiveness that have not been consistently examined in previous research. The results indicate that criminology and criminal justice students are more punitive in the combined three‐campus sample and in two of the three‐campus samples considered separately.  相似文献   

13.

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   

14.
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15.
One way to assess the quality of education in post-secondary institutions is through the use of performance indicators. Studies that have compared currently popular process indicators (e.g., library size, percentage of faculty with PhD) found that after controlling for incoming student ability, these process indicators tend to be weakly associated with student outcomes (Pascarella and Terenzini, 2005). In addition, while much research has found that students increase their critical thinking skills as a result of attending college, little is known about what goes on during the college experience that contributes to this. The purpose of this research was to examine the validity of higher-order questions on tests and assignments as a process indicator by comparing it with gains in critical thinking skills among college students as an outcome indicator. The present research consisted of three studies that used different designs, samples, and instruments. Overall, it was found that frequency of higher-order questions can be a valid process indicator as it is related to gains in students’ critical thinking skills.  相似文献   

16.
This article investigates the relationship between grading fairness and university students’ dropout intentions. Our focus is on the extent to which students assess the grading procedures as fair from a procedural justice perspective. We distinguish between control-related and validity-related aspects of procedural justice. The fairness of grading procedures is incorporated into a rational choice model on educational decision-making. We theorize that students consider questions of procedural justice in determining their chances of success. Thus, unfair grading practices lead to an increased risk of the students developing dropout intentions. Further, we investigate the relationship between students’ socioeconomic characteristics and procedural justice. Data from the first wave of the CampusPanel are used (n = 1393). Results show that dropout intentions are significantly affected by evaluations of procedural justice. Further, there is evidence that students with low parental socioeconomic status as well as students with an immigrant background are especially prone to exhibit dropout intentions when confronted with low procedural justice.  相似文献   

17.
The number of international higher degree research students has grown at a significant rate in recent years, with Australia becoming a hub for attracting such students from around the world. However, research has identified that international higher degree research students often encounter a wide range of academic and socio-cultural challenges in adapting to their new environment, which can have a significant bearing on their levels of satisfaction with their studies. This paper outlines the findings of a mixed method study exploring the experiences and perceptions of international higher degree research students from five different countries in Australia. Findings revealed that the most important issues in terms of satisfaction were not directly related to academic studies. Instead, factors such as integration into the community, interacting with other students, relationships with supervisors, and the provision of adequate desk space were often given the greatest weight. Implications for how university policy can better support international doctoral students are discussed.  相似文献   

18.
A recurring concern within criminology and criminal justice (CCJ) is how to best investigate criminological theory and criminal justice policy. To assess the current state of research, we conducted a content analysis of articles that appeared in seven CCJ journals over a two-year period (2013–2014). We then examined types and frequencies of data sources, analytic techniques, methodological approaches, and subject matters. Findings demonstrate that articles are predominantly employing quantitative methodologies and data where there is no participant contact. From these findings, we discuss the current state of research and how this could be used to guide graduate education, by recommending a variety of subject matters that graduate schools should emphasize in training new academics.  相似文献   

19.

I examine the coverage of the debate about the effectiveness of offender treatment programs in 53 introductory criminology textbooks: 15 published from 1956 to 1965 and 38 published from 1983 to 1992. My data show that despite continuing skepticism in criminological research about the effectiveness of rehabilitation, most of the older texts and the most recent texts (those published from 1988 to 1992) rate treatment as effective when they take a position on the issue. My study also shows that criminology textbooks often give inadequate coverage to some of the key concepts, such as outcome measures and metaevaluation studies, in the debate about the effectiveness of rehabilitation. I conclude by discussing the implications of my findings for criminology students.  相似文献   

20.
ABSTRACT

Student teachers are oftentimes encouraged to apply theoretical principles of social justice to their professional practice. However, this can be problematic when theoretical knowledge is contested or if it is inconsistent with the practices in their future workplaces. Studies in this area often examine student teachers’ beliefs and understanding of their roles without taking account of how concrete working contexts shape what they see as possible in their practice. This study explored how students in two teacher education programmes based at the University of Edinburgh perceived their roles, practices and contexts for acting as agents of social justice. Mixed methods were used for data generation and triangulation including a questionnaire survey (n = 299) and scenario-based interviews (n = 9) to explore how students think about social justice issues in context. Student teachers generally saw agency for social justice as part of their role. Their understanding of the ways of addressing context-embedded issues of social justice focused on classroom practices while they raised concerns about how their practice depends on others in the system. We discuss the implications of these findings for teacher education.  相似文献   

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