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Many formal policies have suggested that officers need a college degree; however, policies forced little change in practices of American police organizations. Six hundred-fifty patrol officers employed in 12 medium-sized police departments in three Midwestern states were surveyed as to their current educational attainment and job performance. The purpose of this study was to determine the relationship between educational level and police performance. 相似文献
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Campbell Todd Longhurst Max L. Wang Shiang-Kwei Hsu Hui-Yin Coster Dan C. 《Journal of Science Education and Technology》2015,24(5):562-579
Journal of Science Education and Technology - While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is... 相似文献
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Learning from Gesture: How Our Hands Change Our Minds 总被引:1,自引:0,他引:1
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Shannon D. Snapp Hilary Burdge Adela C. Licona Raymond L. Moody Stephen T. Russell 《Equity & Excellence in Education》2015,48(2):249-265
Implementing curriculum that is inclusive of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people has the potential to create an equitable learning environment. In order to learn more about students’ experiences of LGBTQ-inclusive curriculum, 26 high school students with diverse racial/ethnic, sexual, and gender identities were recruited from the Gay Straight Alliance (GSA) Network in California. Students participated in focus groups conducted by telephone by GSA staff, sharing their experiences of LGBTQ-inclusive curriculum in school. Qualitative coding methods, including grounded theory, were used to identify themes and interpret students’ responses. Data revealed that LGBTQ-inclusive curriculum was most often taught in social sciences and humanities courses as stand-alone lessons. LGBTQ-inclusive curriculum rarely met standards of social justice education, though opportunities for critical conversations about systemic oppression regularly emerged. For instance, teachers often failed to intervene in LGBTQ bullying and missed teachable moments conducive to inclusive curriculum. Some students learned positive LGBTQ lessons and highlighted the ways such curriculum reflected their identities and created a supportive school climate. Implications for equitable education are discussed. 相似文献