Teaching Biosocial Criminology I: Understanding Endophenotypes Using Gottfredson and Hirschi’s Self‐Control Construct     

Matt DeLisi  John Paul Wright  Kevin Beaver  Michael G. Vaughn 《Journal of Criminal Justice Education》2013,24(3):360-376

Criminology is experiencing a paradigm shift in theory and research that articulates a more interdisciplinary, biosocial mode of inquiry. Unfortunately, however, graduate‐level criminal justice education rarely encompasses biosocial training. The current review is the first in a series of works that seeks to fill this biosocial training void by providing instruction on concepts in the biological sciences and neurosciences that have direct relevance to criminal justice education and criminology. Here we introduce endophenotypes and demonstrate their relevance to the study of crime using the self‐control construct from Gottfredson and Hirschi’s general theory. Because biosocial criminology is in its nascent stage, it is critical that biosocial criminologists provide service and instruction to their social science‐trained colleagues.  相似文献   

Public Opinion of Genetic and Neuropsychological Contributors to Criminal Involvement     

Jamie M. Gajos  Kevin M. Beaver  Marc Gertz  Jake Bratton 《Journal of Criminal Justice Education》2013,24(3):368-385

There is a lack of research that has examined public opinion on the importance of biosocial influences for understanding the potential causes of criminal and delinquent involvement. We address this gap in the current study by surveying a nationally representative sample of adults about the importance of biosocial factors for influencing criminal behavior. Results indicate that the public believes the environment matters more than genetic factors for determining whether someone becomes a criminal. However, the data also reveal an overall acceptance of the importance of neuropsychological factors for influencing criminal behavior. An ordered logistic regression analysis was also estimated to examine potential differences in opinion across demographic categories. The results revealed that income, gender, marital status, and employment status are significantly associated with whether a respondent supports the role of biosocial factors in crime causation. Implications of the findings are discussed.  相似文献   

Empathy among college students and criminal justice majors: Identifying predispositional traits and the role of education     

Kevin E. Courtright  David A. Mackey  Susan H. Packard 《Journal of Criminal Justice Education》2013,24(1):125-144

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“Ain't no faggot gonna rob me!”: Anti‐gay attitudes of criminal justice undergraduate majors     

Kevin D. Cannon 《Journal of Criminal Justice Education》2013,24(2):226-243

This study examines the attitudes of undergraduate criminal justice majors towards gays and lesbians. A sample of 1055 undergraduate students including both criminal justice majors and non‐majors were surveyed at four universities. The analysis indicates that criminal justice undergraduate students are unique in the degree to which they hold negative attitudes towards gays and lesbians  相似文献   

Promoting Completion Through Organizational Development and Process Improvement     

Kevin M. David  Angela D. Sivadon  Donna G. Wood  Sarah L. Stecher 《Community College Journal of Research & Practice》2013,37(11):1074-1078

In 2007, Tulsa Community College (TCC) joined the national Achieving the Dream (ATD) network, which is dedicated to developing data-informed interventions to increase persistence and completion among community college students. TCC’s participation in the national initiative set it down a path for positive institutional change, but it was the College’s restructuring of their internal work teams and their process improvements since 2011–2012 that have resulted in a sustainable system that will help retain knowledge and ensure successful leadership transitions. In 2013, TCC rebranded its modified ATD system as Completing the Dream, combining the goals of Complete College America with the action research principles of Achieving the Dream. Because of these efforts, the College is in a stronger position today than it has ever been to serve our students using evidence-based strategies, ultimately resulting in more college-educated citizens in the Tulsa area.  相似文献   

Residual Structures in Latent Growth Curve Modeling     

Kevin J. Grimm  Keith F. Widaman 《Structural equation modeling》2013,20(3):424-442

This article presents relevant research on Bayesian methods and their major applications to modeling in an effort to lay out differences between the frequentist and Bayesian paradigms and to look at the practical implications of these differences. Before research is reviewed, basic tenets and methods of the Bayesian approach to modeling are presented and contrasted with basic estimation results from a frequentist perspective. It is argued that Bayesian methods have become a viable alternative to traditional maximum likelihood-based estimation techniques and may be the only solution for more complex psychometric data structures. Hence, neither the applied nor the theoretical measurement community can afford to neglect the exciting new possibilities that have opened up on the psychometric horizon.  相似文献   

SERVING AND LEARNING ATA UNIVERSITY LABORATORY SCHOOL: STUDENTS FROM BIRTH THOUGH ADULTHOOD BENEFIT WHEN SERVICE LEARNING IS INTEGRATED INTO THE PRESERVICE CURRICULUM     

Nancy K. Freeman  Kevin Swick 《Journal of Early Childhood Teacher Education》2013,34(1):93-105

Service‐Learning (S‐L) pedagogy is attracting increased attention in teacher education. This article describes the implementation of S‐L in the preservice early childhood curriculum, which placed students in a birth‐5 years setting. It identifies a continuum of learning to care, which begins in infancy, as caring capacities emerge, through to adulthood, when preservice teachers learn from experienced mentors how caring characterizes their interactions with learners of all ages. Students’ journals indicate they believe S‐L experiences contribute to their personal, academic and professional development. Carefully implemented S‐L experiences validate students’ caring interactions, give them first‐hand experiences with young children during which they can apply theoretical constructs, provide experiences which help them clarify their own career goals, and make them feel better prepared to manage instructional and classroom management dimensions of working with young children.  相似文献   

The School Improvement Specialist Field Guide     

Kevin Wilson 《Performance Improvement》2013,52(5):44-47

Where is your journey on the path to improvement taking you? Sometimes we need a new perspective to see the path more clearly. This book will help the reader focus on life's experiences that develop skills and promote improvement that will lead to future successes. Many resources are within reach in The School Improvement Specialist Field Guide, and the stories and experiences of others are rich in example and can help to parallel your own journey and professional improvement. The School Improvement Specialist Field Guide (2013; ISBN 978‐1‐4522‐4089‐3) is published by Corwin Press. $39.99. For a 15% discount, use code D13194 when you order a copy at http://www.corwin.com/books/Book238079?siteId=corwin‐press&subject=C00&qsupld=false&q=page&fs=1 .  相似文献   

Finding Purpose in Pain: Using Logotherapy as a Method for Addressing Survivor Guilt in First‐Generation College Students     

Kevin A. Tate  Cyrus Williams III  Dia Harden 《Journal of College Counseling》2013,16(1):79-92

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Conceptual Foundations and Components of a Contextual Intervention to Promote Student Engagement During Early Adolescence: The Supporting Early Adolescent Learning and Social Success (SEALS) Model     

Thomas W. Farmer  Jill V. Hamm  Kathleen L. Lane  David Lee  Kevin S. Sutherland  Cristin M. Hall 《Journal of educational and psychological consultation》2013,23(2):115-139

Decades of research indicate that many early adolescents are at risk for developing significant school adjustment problems in the academic, behavioral, and social domains during the transition to middle school. The Supporting Early Adolescent Learning and Social Success (SEALS) model has been developed as a professional development and consultation program to train teachers in universal (Tier 1) instructional and classroom management strategies to address the correlated risks experienced by students during this time. This article reviews the conceptual foundations of the SEALS model, provides an overview of SEALS intervention components, describes the SEALS professional development training and consultation framework, reviews preliminary findings of the impact of SEALS in rural school settings in the United States, and discusses research needs and future directions regarding the use of the SEALS model.  相似文献