A Descriptive Analysis of a Problem-Based Learning Police Academy
Main Article Content
Abstract
In the 1970s, Egon Bitner offered a critique of police academy training, signified by the ability to train compliant soldierbureaucrats rather than competent practitioners. Over the years, subsequent training models have been implemented, evaluated, and modified in an attempt to exceed what has been deemed adequate training. This research provides the first of several outcome evaluations as part of a longitudinal study on the efficacy of problem-based learning in a Basic Law Enforcement Academy (BLEA). Data for this research include survey results for the period of 2009–2012. Early results suggest the problematic nature of the dualistic dilemma within police academy training. Discussed are adaptations in the context of this dilemma. Furthermore, the research explores how environmental factors and broader socialization and acculturation processes should be included within subsequent implementations.
Article Details
1. Publication and Promotion: In consideration of the Publisher’s agreement to publish the Work, Author hereby grants and assigns to Publisher the non-exclusive right to print, publish, reproduce, or distribute the Work throughout the world in all means of expression by any method now known or hereafter developed, including electronic format, and to market or sell the Work orany part of it as Publisher sees fit. Author further grants Publisher the right to use Author’s name in association with the Work inpublished form and in advertising and promotional materials
2. Copyright: Copyright of the Work remains in Author’s name.
3. Prior Publication and Attribution: Author agrees not to publish the Work in print form prior to publication of the Work by the Publisher. Author agrees to cite, by author, title, and publisher, the original Interdisciplinary Journal of Problem-based Learning publication when publishing the Work elsewhere
4. Author Representations: The Author represents and warrants that the Work:
(a) is the Author’s original Work and that Author has full power to enter into this Agreement;
(b) does not infringe the copyright or property of another;
(c) contains no material which is obscene, libelous, defamatory or previously published, in whole or in part.
Author shall indemnify and hold Publisher harmless against loss of expenses arising from breach of any such warranties.
5. Licensing and Reuse: Reuse of the published Work will be governed by a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0; http://creativecommons.org/licenses/ by-nc/4.0/). This license lets others remix, tweak, and build upon the Work non-commercially; although new works must acknowledge the original Interdisciplinary Journal of Problem-based Learning publication and be non-commercial, they do not have to be licensed on the same terms.
References
Albanese, M. (2000). Problem-based learning: Why curricula are likely to show little effect on knowledge and clinical skills. Medical Education, 34(9), 729–738.
Albanese, M. A., & Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine, 68(8), 52–81.
Attride-Stirling, J. (2001). Thematic networks: An analytic tool for qualitative research. Qualitative Research, 385–405.
Balko, R. (2013). Rise of the warrior cop: The militarization of America’s police forces. New York, NY: PublicAffairs.
Bayley, D. (1994). Police for the future. New York, NY: Oxford University Press.
Belland, B. R., French, B. F., & Ertmer, P. A. (2009). Validity and problem-based learning research: A review of instruments used to assess intended learning outcomes. Interdisciplinary Journal of Problem-Based Learning, 3(1), 5. http://dx.doi.org/10.7771/1541-5015.1059
Berkson, L. (1993). Problem-based learning: Have the expectations been met? Academic Medicine, 68, 79–88.
Birzer, M. L. (2003). The theory of andragogy applied to police training. Policing: An International Journal of Police Strategies and Management, 26(1), 29–42. http://dx.doi.org/10.1108/13639510310460288
Birzer, M. L. & Tannehill, R. (2001). A more effective training approach for contemporary policing. Police Quarterly, 4(2), 233–252. http://dx.doi.org/10.1177/109861101129197815
Bitner, E. (1970). The functions of the police in modern society. New York, NY: Oelgeschlager, Gunn & Hain.
Bridges, E. M., & Hallinger, P. (1996). Problem-based learning in leadership education. In L. Wilkerson & W. Gijselaers (Eds.), Bringing problem-based learning to higher education: Theory and practice: New directions in teaching and learning, No. 68 (pp. 53–61). San Francisco, CA: Jossey Bass.
Brookfield, S. (1986). Understanding and facilitating adult learning. San Francisco, CA: Jossey-Bass.
Bullock, K. (2013). Community, intelligence-led policing and crime control. Policing and Society, 23(2), 125–144. http://dx.doi.org/10.1080/10439463.2012.671822
Caro, C. A. (2011). Predicting state police officer performance in the field training officer program: what can we learn from the cadet’s performance in the training academy? American Journal of Criminal Justice, 36(4), 357– 370. http://dx.doi.org/10.1007/s12103-011-9122-6
Chan, J. B., Devery, C., & Doran, S. (2003). Fair cop: Learning the art of policing. Toronto, Canada: University of Toronto Press.
Colliver, J. (2000). Effectiveness of problem-based learning curricula: Research and theory. Academic Medicine, 75(3), 259–266.
Cordner, G., & Cordner, A. (2011). Stuck on a plateau? Obstacles to recruitment, selection, and retention of women police. Police Quarterly, 14(3), 207–226. http://dx.doi.org/10.1177/1098611111413990
Dean, S. J., Barratt, A. L., Hendry, G. D., & Lyon, P. (2003). Preparedness for hospital practice among graduates of a problem-based, graduate-entry medical program Medical Journal of Australia, 178(4), 163–166.
Des Marchais, J. E., Bureau, M. A., Dumais, B., & Pigeon, G. (1992). From traditional to problem-based learning: A case report of complete curriculum reform. Medical Education, 26(3), 190–199. http://dx.doi.org/10.1111/j.1365-2923.1992.tb00153.x
Darroch, S., & Mazerolle, L. (2012). Intelligence-led policing: a comparative analysis of organizational factors influencing innovation uptake. Police Quarterly, 16(1), 3–37. http://dx.doi.org/10.1177/1098611112467411
Engel, C. E., Browne, E., Nyarango, P., Akor, S., Khwaja, A., Karim, A. A., & Towle, A. (1992). Problem-based learning in distance education: A first exploration in continuing medical education. Medical Education, 26(5), 389–401.
Faidley, J., Evensen, D. H., Salisbury-Glennon, J., Glenn, J., & Hmelo, C. E. (2000). How are we doing? Methods of assessing group processing in a problem-based learning context. In D. H. Evensen & C. E. Hmelo (Eds.), Problem- based learning: A research perspective on learning interactions (pp. 109–135.) Hillsdale, NJ: Erlbaum.
Finucane, P. M., Johnson, S. M., & Prideaux, D. J. (1998). Problem-based learning: Its rationale and efficacy. Medical Journal of Australia, 168(9), 445–448. http://dx.doi.org/10.1016/S0307-4412(98)00220-9
Gijselaers, W. H. (1996). Connecting problem-based practices with educational theory. New Directions for Teaching and Learning, 1996(68), 13–21. http://dx.doi.org/10.1002/tl.37219966805
Haberfeld, M. R. (2002). Critical issues in police training. Upper Saddle River, NJ: Prentice Hall.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266. http://dx.doi.org/10.1023/B:EDPR.0000034022.16470.f3
Holdaway, S. (2013). Police race relations in the Big Society: Continuity and change. Criminology and Criminal Justice, 13(2), 215–230. http://dx.doi.org/10.1177/1748895812474283
Kamien, M. (1993). The reform of medical education. Medical Journal of Australia, 158, 226-227.
Kingsland, A. J. (1989). The assessment process in architecture at Newcastle. In B. Wallis (Ed.), Problem-based learning: The Newcastle workshop. Proceedings of the ten-year anniversary conference (pp. 121–130). New South Wales, Australia: University of Newcastle.
Kraska, P. B. (2001). Playing war: Masculinity, militarism, and their real world consequences. In P. B. Kraska & V. E. Kappeler (Eds.), Militarizing the American criminal justice system (pp. 141–157). Boston, MA: Northeastern University Press.
Lowry, S. (1992). What’s wrong with medical education in Britain? British Medical Journal, 305(6864), 1277–1280. Mennin, S. P., & Martinez-Burrola, N. (1986). The cost of problem-based vs. traditional medical education. Medical Education, 20(3), 187–194. http://dx.doi.org/10.1111/j.1365-2923.1986.tb01166.x
More, H. W., & Wegener, W. F. (1996). Effective Police Supervision (2nd ed.). San Francisco, CA: Jossey-Bass. Norman, G. R., & Schmidt, H. G. (2001). Effectiveness of problem-based learning curricula: Theory, practice and paper darts. Medical Education, 34(9), 721–728. http://dx.doi.org/10.1046%2fj.1365-2923.2000.00749.x
Paterson, C. (2011). Adding value? A review of the international literature on the role of higher education in police training and education. Police Practice and Research, 12(4), 286–297. http://dx.doi.org/10.1080/15614263.2011.563969
Ratcliffe, J. H. (2012). Intelligence-led policing. London, UK: Routledge.
Reitzel, J. D., Leeper-Piquero, N., & Piquero, A. R. (2005). Problem-oriented policing. In R. G. Dunham & G. P. Alpert (Eds.), Critical issues in policing (5th ed., pp. 419– 431). Long Grove, IL: Waveland Press.
Schaible, L. M., & Sheffield, J. (2012). Intelligence-led policing and change in state law enforcement agencies. Policing: An International Journal of Police Strategies & Management, 35(4), 761–784.
Schmidt. H. G. (1983). Problem-based learning: Rationale and description. Medical Education, 17(1), 11–16. http://dx.doi.org/10.1111/j.1365-2923.1983.tb01086.x
Schmidt, H. G. (1993). Foundations of problem-based learning: some explanatory notes. Medical Education, 27(5), 422– 432. http://dx.doi.org/10.1111/j.1365-2923.1993.tb00296.x
Shin, J. H., Haynes, R. B., & Johnson, M. E. (1993). Effect of problem-based, self-directed undergraduate education on lifelong learning. Canadian Medical Association Journal, 148(6), 969–976.
Stinson, J. E., & Milter, R. G. (1996). Problem-based learning in business education: Curriculum design and implementation issues. In L. Wilkerson & W. H. Gijselaers (Eds.), Bringing problem-based learning to higher education: Theory and practice. New Directions For Teaching and Learning Series, No. 68 (pp. 32–42). San Francisco, CA: Jossey-Bass.
Strobel, J., & van Barneveld, A. (2009). When is PBL more effective? A Meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-Based Learning, 3(1). http://dx.doi.org/10.7771/1541-5015.1046
Thibault, A. T., Lynch, L. M., & McBride, R. B. (2001). Proactive police management (5th ed.). Upper Saddle River, NJ: Prentice Hall.
Vernon, T. A. (1995). Attitudes and opinions of faculty tutors about problem-based learning. Academic Medicine, 70(3), 216–223.
Vernon, D. T., & Blake R. L. (1993). Does problem-based learning work? A meta-analysis of evaluative research. Academic Medicine, 68(7), 550–563.
Vodde, R. F. (2012). Changing paradigms in police training: transitioning from a traditional to an andragogical model. In M. R. Haberfeld, C. A. Clarke, & D. L. Sheehan (Eds.), Police organization and training (pp. 27–44). New York, NY: Springer. http://dx.doi.org/10.1007/978-1-4614-0745-4_3
Walker, A. & Leary, H. (2009). A problem based learning meta-analysis: Differences across problem types, implementation types, disciplines, and assessment levels. Interdisciplinary Journal of Problem-Based Learning, 3(1), 6–28. http://dx.doi.org/10.7771/1541-5015.1061
Walker, S., & Katz, C.M. (2002). The police in America: An introduction. Columbus, OH: McGraw-Hill Companies.
Willis, J. J., Mastrofski, S. D., & Kochel, T. R. (2010). Recommendations for integrating CompStat and community policing. Policing, 4(2), 182–193. http://dx.doi.org/10.1093/police/paq005
Woods, D. R. (1994). Problem-based learning: How to gain the most from PBL. Waterdown, Ontario: Donald R. Woods.
Wolf, F. M. (1993). Problem-based learning and meta-analysis: can we see the forest through the trees? Academic Medicine, 68(7), 542–544.