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Date: April 29, 2024 Mon
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Results for police academy
9 results foundAuthor: Police Executive Research Forum Title: PTO: an overview and introduction. A Problem-Based Learning Manual for Training and Evaluating Police Trainees Summary: Community-oriented policing and problem solving (COPPS) has quickly become the philosophy and daily practice of progressive police agencies around the country. Police administrators have come to recognize the ineffectiveness of incident-driven policing as well as the economic costliness of random patrol, rapid response, and post-crime investigation. Officers racing from call to call may have appeal on television, but it does not provide effective policing. In their implementation of COPPS, police executives have voiced a common concern about training, especially post-academy field training for new officers. Post-academy field training has not emphasized or promoted COPPS concepts and behaviors. To address this deficiency, the U.S. Department of Justice Office of Community Oriented Policing Services (COPS) funded the development of an alternative national model for field training that would incorporate community policing and problem-solving principles. To accomplish the objective, the Reno, Nevada, Police Department partnered with the Police Executive Research Forum (PERF). The result of their collaboration is a new training program called the Police Training Officer (PTO) program. It incorporates contemporary methods in adult education and a version of the problem-based learning (PBL) method of teaching adapted for police. Most importantly, it serves to ensure that academy graduates' first exposure to the real world is one that reflects policing in the 21st century. The main objectives of the PTO program are as follows: - To formulate learning opportunities for new officers that meet or exceed the training needs of the policing agency and the expectations of the community; - To have trainees apply their academy learning to the community environment by giving them reallife problem-solving activities; - To foster the trainee's growing independence from the Police Training Officer (PTO) over the course of the program; - To produce graduates of the training program who are capable of providing responsible, community-focused police services; - To prepare trainees to use a problem-solving approach throughout their careers by employing problem-based learning (PBL) methods; - To design fair and consistent evaluations that address a trainee's skills, knowledge, and ability to problem solve effectively. Details: Washington, DC: Community Oriented Policing Services : Police Executive Research Forum, 2001, 50p. Source: Internet Resource: Accessed June 12, 2017 at: https://ric-zai-inc.com/Publications/cops-w0150-pub.pdf Year: 2001 Country: United States URL: https://ric-zai-inc.com/Publications/cops-w0150-pub.pdf Shelf Number: 146060 Keywords: Community-Oriented PolicingPolice AcademyPolice Education and TrainingPolice PerformancePolice RecruitsProblem-Oriented Policing |
Author: Chappell, Allison Taylor Title: Learning in Action: Training the Community Policing Officer Summary: Community-oriented policing (COPS) is a new philosophy and practice of policing that focuses on problem solving, community involvement, and crime prevention. Academics, politicians, and practitioners alike have lauded COPS for its potential to enhance public safety and improve police-community relations. Though 70% of police departments claim to be practicing COPS, the way in which community-oriented policing translates into practice remains somewhat unclear. While a growing number of studies are examining various aspects of this policing philosophy, little scholarly attention has been devoted to the training of COPS officers. This study evaluated how COPS training is being conducted and whether recruits are learning different lessons as COPS has been incorporated into training. Specifically, it analyzed participant observation data from a police academy as well as official records of academy recruits who have gone through both traditional and COPS curricula. It also used field training narratives and forms to see how academy training carries over in practice on the streets. The study adopted a social learning perspective to account for whether curriculum changes translated into differential learning. Police recruits who went through the COPS curriculum differed little in terms of academy performance compared to recruits who went through the former traditional curriculum. No particular "type" of recruit was more or less likely to fail, gain employment, or achieve higher academy scores. Although there is much that is different in the CMS curriculum, the lessons that are learned may not be that different. This is because the normative climate of the police training and socialization experience has changed little since the reformation in curricula. The normative climate includes formal and informal lessons about the paramilitary environment, officer safety, the "bad guy" and "us versus them" mentality, police presence and assertiveness, experiential knowledge and traditional police work, law on the books versus law in action, and diversity. These lessons have implications for the way that officers interact with their department and the citizenry, as well as implications for COPS. Results of this study will be a resource to police training centers attempting to build their own innovative COPS curricula. In the future, this study could be improved using larger samples from additional training environments to assess COPS training and its impact on policing practices. Details: Gainesville, FL: University of Florida, 2005. 175p. Source: Internet Resource: Dissertation: Accessed June 12, 2017 at: http://etd.fcla.edu/UF/UFE0011615/chappell_a.pdf Year: 2005 Country: United States URL: http://etd.fcla.edu/UF/UFE0011615/chappell_a.pdf Shelf Number: 146062 Keywords: Community-Oriented Policing Police AcademyPolice Education and Training Police Recruits |
Author: Schlosser, Michael David Title: Evaluating the Midwest Police Academy's Ability to prepare recruits to police in a diverse multicultural society Summary: This study evaluated the current training and practices implemented at the Midwest Police Academy to prepare recruits to police in racially and ethnically diverse communities. In this study, I adopted a critical race theory lens, which considered White privilege, dominant White male ideology, and color-blind racial ideology, when examining the training and practices at the academy. This study examined what the training looks like by providing detailed description of the training atmosphere as well as classroom instruction. The recruits racial attitudes were examined at the beginning and end of the training to explore potential changes. The instructors' and administrators' racial attitudes were also examined. The purpose of this study was to evaluate the Midwest Police Academy's ability to prepare recruits to police in racially and ethnically diverse communities by: (a) examining what the training at the Midwest Police Academy looks like in terms of the training atmosphere, curriculum, and classroom interaction; (b) investigating the racial beliefs and attitudes of recruits entering the academy and see if there are any changes at the end of training; (c) and investigating the racial beliefs and attitudes of instructors and administrators. This was a summative evaluation with the ultimate goal of this study being to search for ways to improve training and practices at the academy in terms of better preparing recruits to police in a racially and ethnically diverse society. In this study, I adopted a mixed methods approach, collecting data via interviews with instructors and recruits, classroom observations, and written documentation. Participants also completed the Color Blind Racial Attitudes Scale (CoBRAS) (Neville, Lilly, Lee, Duran, & Brown, 2000) to measure racial attitudes. Findings of the study indicated that current training and practices show indications of White privilege, White male ideology, and color-blind racial ideology. There were no significant changes in racial attitudes and beliefs of recruits. Recommendations included: (a) make racial and ethnic diversity training part of the mission statement and vision of MPA; (b) provide racial and ethnic diversity training for instructors and administrators; (c) integrate racial and ethnic diversity training throughout the curriculum, including within the scenario-based training; (d) find ways to create more class participation for racial and ethnic diversity related topics; (e) implement a course on the historical context of policing which includes police-minority relations; (f) include critical race theory and color-blind racial ideology in the curriculum which should include counter-storytelling; (g) recruit more racial and ethnic minority instructors and role players; and (h) involve the community in the training. Details: Urban, IL: University of Illinois - Urbana-Champaign, 2011. 152p. Source: Internet Resource: Dissertation: Accessed June 13, 2017 at: https://www.ideals.illinois.edu/bitstream/handle/2142/26225/Schlosser_Michael.pdf?sequence=1&isAllowed=y Year: 2011 Country: United States URL: https://www.ideals.illinois.edu/bitstream/handle/2142/26225/Schlosser_Michael.pdf?sequence=1&isAllowed=y Shelf Number: 146077 Keywords: Cultural DiversityPolice AcademyPolice Education and TrainingPolice RecruitsRacial Attitudes |
Author: Zimny, Kenneth Title: Teaching Police Cultural Diversity: using action research to improve the Midwest Police Academy's preparation of recruits to police in a diverse society Summary: This research project is a follow-up to a study conducted by Michael Schlosser. Schlosser (2011) studied how the Midwest Police Academy (a pseudonym) prepared recruits to work in racially and ethnically diverse communities. This study took Schlosser's recommendations and developed an Action Research project to attempt to improve the cultural diversity training at the Midwest Police Academy (MPA). One of the recommendations from Schlosser's project was to, 'find ways to create more class participation for racial and ethnic diversity related topics' (p.105). This was coupled with information from the existing literature that advocated not attempting to change officer's beliefs in short cultural diversity courses. Instead, they advocated teaching cultural awareness. Attempts were made to make the MPA recruits aware of racial issues like colorblindness and tolerance. The recruits were given the Colorblind Racial Attitudes Scale (CoBRAS) during their first and last week at the academy. A focus group made up of the full-time instructors at the MPA was convened to discuss teaching cultural diversity. There was no significant change in CoBRAS scores. There needs to be a definite overhaul of the State curriculum and more time should be devoted to cultural diversity. Academy instructors should be taught the history of racism and the covert forms it takes in modern society. Details: Urban, IL: University of Illinois at Urbana-Champaign, 2012. 125p. Source: Internet Resource: Dissertation: Accessed June 13, 2017 at: https://www.ideals.illinois.edu/bitstream/handle/2142/31029/Zimny_Kenneth.pdf?sequence=1&isAllowed=y Year: 2012 Country: United States URL: https://www.ideals.illinois.edu/bitstream/handle/2142/31029/Zimny_Kenneth.pdf?sequence=1&isAllowed=y Shelf Number: 146078 Keywords: Cultural DiversityPolice AcademyPolice Education and TrainingPolice RecruitsRacial Attitudes |
Author: McCay, Donald Alan Title: They Are Old Enough To Carry Guns: Should we teach them like children? The application of adult learning strategies in police training Summary: For some time scholars have been advocating the application of adult learning techniques such as andragogy to police recruit training. This study attempted to further that discussion by determining how police recruits make meaning while attending the police academy. Through observations, interviews, and reflective journaling, data were collected. These data were qualitatively analyzed using a combination of phenomenology and heuristic inquiry. Among the qualitative assertions made in this study is that police recruits construct meaning through interaction with one another and during the practical application of skills and other hands-on activities. This supports the idea that the greater application of adult learning techniques would improve police recruit training. Details: West Lafayette, IN: Purdue University, 2011. 128p. Source: Internet Resource: Dissertation: Accessed June 13, 2017 at: http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=11495&context=dissertations Year: 2011 Country: United States URL: Shelf Number: 146084 Keywords: Police AcademyPolice Education and Training Police Recruits |
Author: Deverge, Citlah Alexandra Title: Police education and training: A comparative analysis of law enforcement preparation in the United States and Canada. Summary: Police academy training for newly hired officers varies across locations and regions in regard to both training process and training content. The needs and demands of modern-day societies have evolved, and it is very important for police training academies to keep up with the practice of the police profession. Higher education adds value to police training as it reinforces the development of critical thinking skills and the necessary values needed to face the needs and demands of society, particularly in terms of accountability, professionalism, and legitimacy. This research presents a case study of two police training academies located in a Canadian urban province and in the Southern United States. These academies have been selected for the difference in the level of education required prior to attending initial police training at each academy. The aim of this project is to determine similarities and differences in police training orientations across locations, to assess whether required higher education impacts trainee self-efficacy and motivation to learn during initial police training, as well as to identify whether motivation and self-efficacy are differently affected across locations. Findings of this comparative case study present similarities among curricula orientations, and in the trainee self-reported motivation and self-efficacy levels. The effect of higher education on trainee motivation and self-efficacy during initial police training could not be accurately assessed. Details: Hattiesburg, MS: University of Southern Mississippi, 2016. 129p. Source: Internet Resource: Thesis: Accessed June 15, 2017 at: http://aquila.usm.edu/masters_theses/265/ Year: 2016 Country: United States URL: http://aquila.usm.edu/masters_theses/265/ Shelf Number: 146186 Keywords: Police AcademyPolice Education and Training Police Recruits |
Author: Queen, Cecil R. Title: Effectiveness of Problem-Based Learning Strategies within Police Training Academies and Correlates with Licensing Exam Outcomes Summary: The training and education of police officers has recently come into question by many facets of the American general public and the mass media as well. Empirical research into the effects of police academy teaching methods is minimal. This study sought to assess the perceived effectiveness of problem-based learning (PBL) teaching strategies within police training academies in Michigan and sought to measure the effects of PBL strategies on the MCOLES Police Officer Licensing Examination mean scores in Michigan. A quantitative approach was utilized to compare the Michigan Police Officer Licensing Examination mean test scores between academies that formally adopted Problem-Based Learning (PBL) teaching strategies and police academies that have not formally adopted PBL (NPBL) teaching methods. Examination mean scores from official state records for a 16 year period (1999-2014) were statistically analyzed. The PBL trained police officers were found to have statistically significant higher scores overall on the licensing examination. In addition, the perceptions of 231 Michigan police officers on their academy experiences were collected using an electronic survey to study the effects of PBL and NPBL teaching methods. The officers opined on their levels of agreement regarding seven areas of their academy education: the level of the PBL instruction provided, their acquired problem-solving skills, their acquired critical thinking abilities, their acquired communication skills, their level of satisfaction of their academy classroom experiences, their beliefs that the education prepared them adequately to perform the requisite job tasks of a police officer in Michigan, and their overall satisfaction with their academy. The officers from the PBL police academy provided statistically significant higher levels of agreement than the NPBL academy officers in all seven areas. Comments on three open-ended questions were evaluated to discover common themes. The officers provided their observations on the areas that were most and least valuable during their academy training, along with recommendations for change. The police officers identified the key factors of their academy training to be the actual learning methodologies employed, their individual classes, and practical scenario exercises. Recommendations for academy directors, instructors, and curriculum development specialists are provided. Details: Kalamazoo, MI: Western Michigan University, 2016. 220p. Source: Internet Resource: Dissertation: Accessed June 15, 2017 at: http://scholarworks.wmich.edu/dissertations/1404/ Year: 2016 Country: United States URL: http://scholarworks.wmich.edu/dissertations/1404/ Shelf Number: 146189 Keywords: Police AcademyPolice Education and Training Police Recruits |
Author: Lettic, Stephen Title: Problem based learning (PBL) in police training: An evaluation of the recruit experience Summary: The training of law enforcement personnel has followed the traditional block-didactic format (i.e., pedagogical passive transfer of knowledge from teacher to student) since formal training was conducted in the early 1940s in the United States. This same model was replicated and used in several parts of the world to include Southern and South East East Asia. Research has shown that this traditional training was instructor-led and placed emphasis on memorization rather than problem-solving skills. Consequently, the traditional pedagogy of law enforcement training has not evolved to address the reality of today's complicated society and demands placed upon law enforcement to solve problems rather than "just answer calls for service" by the public. To address this shortcoming, Problem Based Learning (PBL) has been identified as a potential solution that can increase critical thinking and knowledge retention of police recruits as well as to be culturally adroit as to be effective in any geographic setting. This paper explored the results found when examining the recruit experience during the delivery of courses in three countries, the United States, Southern Asia and Southeast Asia, using PBL as a primary delivery method. Observations of the classroom experience in these countries and descriptions and comparisons of the learning environments are presented, as well as analysis of student experience, identifying achievements, and barriers implementing the constructivist philosophy of training through PBL. Results showed a positive experience in the Southern and South East Asian countries and neutral to negative satisfaction in the United States. Findings also include the need for instructor screening and training, preparation, constant feedback, and content reinforcement. This illuminating study will help curriculum developers and administrators improve PBL process and principles in the development of more competent and knowledgeable law enforcement personnel. Details: Minneapolis, MN: Capella University, 2015. 123p. Source: Internet Resource: Dissertation: Accessed June 17, 2017 at: http://search.proquest.com/docview/1738989821?pq-origsite=gscholar Year: 2015 Country: United States URL: http://search.proquest.com/docview/1738989821?pq-origsite=gscholar Shelf Number: 146234 Keywords: Community Policing Police AcademyPolice Education and Training Police Recruits Problem-Oriented Policing |
Author: Weber, Amber Ann Marie Title: An Evaluation of a Midwestern Police Academy Summary: The purpose of this research was to examine and evaluate the 2009 police recruit academy at the Duluth Police Department (DPD) in Duluth, MN, from the perspectives of those involved and gauge which components of the academy were 1) sufficient; 2) unnecessary; or 3) in need of further explanation (or needed to be added); and 4) how the community policing ethos of DPD, in connection with adult learning practices, aided training. This research was conducted because this was the first formal academy at DPD and all eleven recruits had successfully completed training that year. Fifty-two officers at DPD were contacted about participating in interviews; forty-three officers responded, with an additional three who volunteered. During interviews, officers were asked questions about their opinion on aspects of the academy, based on their category (recruit, lieutenant/sergeant, field training officer, or coordinator/instructor). Further, statistics were compiled on all officers hired from 1999-2009 by sending out sixty-seven emails (sixty-one officers responded) and going through the employee files of thirty-one additional previous employees in reference to each officer's schooling and prior experience. The primary results of the interviews revealed five themes, including the perceived success of the academy, the hands-on approach used, the reasons surrounding the creation of the academy, the "good candidate versus good training" debate, and the department and community benefit of this program. A statistical analysis of the compiled data indicated a moderately strong significant relationship between retaining the recruits and 1) prior experience, and separately, 2) schooling. An analysis was also done on a combined variable of experience and/or schooling, versus neither variable; no significant relationship was found between the variables in this case. A section was also included on the author’s firsthand experience going through the second academy (in 2010) at DPD and a discussion comparing the 2009 and 2010 academies. The principal conclusions included that the success of the recruits through training had to do with both the quality of the candidates as well as the provided training, and that a higher level of training, even if it does not prevent all candidates from being washed out, is a great tool to any agency. Details: Minneapolis: University of Minnesota, 2012. 118p. Source: Internet Resource: Thesis: Accessed June 26, 2017 at: https://conservancy.umn.edu/bitstream/handle/11299/131249/Weber_Amber_May2012.pdf?sequence=1&isAllowed=y Year: 2012 Country: United States URL: https://conservancy.umn.edu/bitstream/handle/11299/131249/Weber_Amber_May2012.pdf?sequence=1&isAllowed=y Shelf Number: 146427 Keywords: Law Enforcement TrainingPolice AcademyPolice Recruitment and SelectionPolice RecruitsPolice Training |