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1.

This paper reviews the results of a citation analysis conducted to determine the extent of references to African American scholarship in American criminology texts published between 1918 and 1960. The analysis showed that African American graduates from the University of Chicago's “Chicago School”, including Charles Johnson, E. Franklin Frazier, Monroe Work, and Earl R. Moses, were cited most often. They were usually cited in discussions of either race or culture areas and crime. African American scholars' discussions of the effects of social, economic, and political conditions such as slavery, segregation, racism and oppression on crime and criminality, especially among African Americans, were generally not cited. These findings suggest that while claims that African American scholarship cannot be found in mainstream publications might be somewhat overstated as they relate to early American criminology texts, the most important themes found in the writings of African Americans were excluded.  相似文献   

2.

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   

3.
Abstract

Students in my on‐campus literature classes have made good use of a series of computer programs that I have created for text analysis. I offered a course via the World Wide Web that provided 14 of my programs to students throughout the world. My course taught those students how to use the programs, and as they completed the assignments, students not only learned to use software for literary analysis, but they also often gained new kinds of insights into the study of texts.  相似文献   

4.

In this article I suggest that qualitative researchers broaden the narrative strategies we employ so our texts are built more in relation to fiction and storytelling, rather than in response to logical empiricism. My point is not so much to criticize the work of others, but rather to open up a space in social science texts for a more protean and engaged portrayal of those lives we observe and live. My stimulus is a concern with the defensive posture many of us have assumed with regard to the utilization of the narrative voice. Furthermore, I am concerned that a new orthodoxy will arise where we simply replace one narrative voice with another. My assumption is that the creation of innovative narrative strategies is made that much more difficult when the author assumes a defensive posture; rather than write in relation to empiricist norms authors need to transgress those norms and invent writing strategies. In what follows, I briefly discuss the crisis in representation and I consider the responses the crisis has elicited. I then delineate my concerns with the responses and outline subsequent steps that might be taken if we want to move beyond current narrative formats.  相似文献   

5.

This article assesses the quality of 299 faculty in 20 American doctoral programs in criminology and criminal justice by counting the number of citations of their work in six major American criminology and criminal justice journals published between 1991 and 1995. The University of Maryland, the University of Cincinnati, Rutgers University, and SUNY-Albany were the institutions with most citations. The individual faculty members most often cited were Francis T. Cullen (University of Cincinnati), Raymond Paternoster, Lawrence W. Sherman and Douglas A. Smith (all University of Maryland). The majority of the most-cited scholars in these six journals, however, were not members of criminology or criminal justice departments.  相似文献   

6.
Abstract

Student evaluations of teaching constitute a recurring theme for debate within the tertiary education literature particularly in relation to validity and reliability. My aim in this paper is to highlight the dependence of student evaluative capabilities on their own beliefs and assumptions about knowledge constituting ‘ways of knowing’, which will differ from one student to the next, and to advocate that this is taken into account when evaluations of teaching are analysed and interpreted. I begin by addressing the nature of the student evaluation process, its current perceived status in higher education and in relation to student expectations in the present consumerist culture from which universities are not exempt. I then go on to focus on cognitive development implicit in higher education, and consider its impact on student expectations and consequent evaluations. Finally, I suggest that promoting an understanding of changing and developing epistemic assumptions of students should be an essential component of the explicit curriculum to the benefit of both students and lecturing staff, and recommend the exploration of more qualitative approaches to student evaluation.  相似文献   

7.
ABSTRACT

Vygotsky considered vraschivaniya, or ‘ingrowing’, an indispensable stage in the ‘internalization’ of meaning and described three different ways this could happen. But were these different ways options or substages? By logico-semantic analysis of Vygotsky’s notebooks and published texts, and by recontextualizing them historically, I show that what started as three options became substages. By exemplifying some vraschivaniya with data from Korean school children, I show that what starts as dialogue shared only with the family through joint activity becomes, in the classroom, generalization that can be shared with a whole culture through narrative.  相似文献   

8.
Textbooks are an essential component of student education, often forming the basis for all information presented in a given class. Introductory texts cannot possibly cover all relevant material, but what is included speaks volumes. Given the prevalence of stalking and cyberstalking in society, this is an important issue for inclusion in introductory criminology and criminal justice classes. An analysis of 20 criminology and 12 criminal justice textbooks is done to determine what students are learning about this prevalent social problem. Specifically, we aim to evaluate whether stalking and cyberstalking are covered, determine the theories associated with the issues, and assess the textbook location in which the issue is covered. Results indicate slight coverage of stalking and cyberstalking in introductory texts.  相似文献   

9.

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   

10.

We examine the coverage of court cases in 23 introductory criminal justice textbooks published from 1986 to 1995. The 30 cases receiving the most coverage (in inches of print) in the textbooks are identified and ranked by the amount of attention each receives. Collectively these cases can be considered the “landmark” decisions in the textbooks. We then evaluate the criminal justice textbooks by how extensively they cover (1) court cases in general and (2) the landmark cases in particular. We conclude with some recommendations of textbooks for course adoption.  相似文献   

11.
Abstract

This essay tells my story of using the moral orientations of justice and care to help me think about an incident of cheating in a seminar I taught. My story takes as a starting point the idea that teaching is a relational activity and that morality fundamentally concerns relations among people. These moral orientations gave me options to think about exploring, with my students, what it means to make moral choices in our everyday life. This narrative is about my own moral choice‐making in this dilemma and it reveals how using these psychological constructs helped me in my reflective practice of teaching. It also reveals the conflicts I faced in attempting to solve this dilemma and the questions and conflicts which still remain.  相似文献   

12.
Abstract

It is refreshing to observe another scholar engaging the important and timely question of the effects of school uniforms on academic achievement. The extant literature is largely anecdotal, often methodologically flawed, unpublished, or published without peer review, and sometimes funded by uniform supply companies.1 A. Bodine's (2003) “School Uniforms, Academic Achievement, and Uses of Research,” however, adds little information to increase empirical and substantive knowledge of the effectiveness of uniforms in U.S. schools. In response, the authors (a) clarified the intent and contribution of their original study (D. L. Brunsma & K. A. Rockquemore, 1998), (b) responded to the methodological issues raised by A. Bodine, and (c) reflected on the policy implications of the related studies published in The Journal of Educational Research and the Educational Testing Service. By doing so, they hoped to increase academic interest in the school uniform debate and to encourage further empirical analyses of the effects of existing policies.  相似文献   

13.
In this paper I take issue with the claim of Ozga (1992) that because of the poor quality of many recent texts on education management, and their lack of a sociological perspective, they are not proper material for analysis in the British Journal of Sociology of Education. I argue that sociological analysis of such texts is an urgent priority because they have gained credibility among education practitioners and provide a spurious legitimacy to new right policy directions. This general argument is illustrated by focussing on four specific limitations of one of the most popular current texts on education management.  相似文献   

14.
Teacher education students sometimes question the value of educational psychology courses even though educational psychology textbooks are primarily concerned with understanding and improving classroom teaching and learning. A survey of current educational psychology textbooks and instructors reveals that (a) most texts cover a wide variety of topics, (b) instructors rate most of these topics as important, (c) there are large variations in depth of coverage among texts, and (d) all texts contain numerous classroom applications. The questionable reputation of the educational psychology course may stem from its broad coverage. A dozen or more topics in one semester may decrease the probability that most students will achieve a solid grasp of any one topic, leaving students uncertain about the course's meaning and applicability. A proposed solution is to offer the introductory course as a two-semester sequence, with the second course offered as an elective.  相似文献   

15.
Contextual religious education and the interpretive approach   总被引：1，自引：1，他引：0  
This article responds to Andrew Wright's critique of my views on the representation of religions. Using various literary devices – associating my work closely with that of others whose views are in some ways different from my own, referring very selectively to published texts and exaggerating, and sometimes misrepresenting, what I actually say – Wright presents my work as dualistic, nominalist and as not genuinely hermeneutical. Wright contrasts what he sees as my extreme idea of religions as ‘constructions’ with his own view of them as ‘social facts’. My reply illustrates and responds to Wright's account of my work, clarifies my own position and raises questions about Wright's views, especially in relation to those of Gavin Flood, whom he cites with favour. My conclusion includes the suggestion that, although our epistemological positions are different in some ways, they spawn pedagogies utilising some common principles and values.  相似文献   

16.
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17.
The Baltimore Hebrew College

I came to the U.S. from my home town Jerusalem in 1929, when I was 16 years of age. My father had emigrated from Eretz Israel in 1921 because of the severe economic conditions that prevailed after World War I. Gradually, he brought over all the members of his family. He hoped that he and his sons would save enough money in the New World to establish a vital profitable enterprise in Eretz Israel, and the family could then return to its native land. In New York, we lived at first in Brownsville, at that time the most dynamic center of Brooklyn Jewry. A year later, I moved to Baltimore where my father was employed.  相似文献   

18.

This study explores the productivity of African American scholars in the field of criminology during the period of 1987 through 1998. Issues about the relative benefits of mentoring are explored. The impact of external and internal barriers with respect to authorship are also addressed. Journals included in the study were randomly selected from a list of criminology and criminal justice journals. Authorship order is also identified, that is, we look at primary, secondary and tertiary authorships by African American faculty as well. Findings provide empirical evidence that the contributions of African American faculty do not appear in many mainstream journals. The reasons behind the under representation are explored.  相似文献   

19.
Rethinking literacy: communication,representation and text   总被引：1，自引：0，他引：1  
Eve Bearne 《Literacy》2003,37(3):98-103
In this article I want to consider shifts in the use of the word ‘literacy’ and the implications for classroom work with texts, particularly the implications of the rapid and radical emergence of new relationships between different modes of representation and communication ( Kress, 2003; Raney, 1996; Unsworth, 2001 ). My concern is to argue that any approach to classroom literacy needs not only to recognise the new forms of text which children meet every day but to give multimodal texts a firm place in the curriculum. Further, if the text experience of young learners about these new combinations of modes of representation are to be realised in the classroom, then we need a framework for describing those texts. An approach which takes account of the rhetoric of design may be a way forward.  相似文献   

20.
Abstract

The news media is an essential player in the policy making process. Social work students learning how to scrutinize, and influence, the complex world of social policy can benefit from an educational model that incorporates the media. This article first examines the theoretical framework for understanding the media's role in public policy formation. This framework is then used to construct a classroom exercise for analyzing the public discourse using basic content analysis of media texts. A case example drawn from a study of welfare reform and the media is described. By exploring how social problems are translated into public conversations, students can enrich their knowledge of social problem formation, and learn more effective rhetorical techniques and strategies for influencing the public debate.  相似文献   

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