An Application of an Innovative Cost-Benefit Analysis Tool for Determining the Implementation Costs and Public Safety Benefits of SORNA with Educational Implications for Criminology and Criminal Justice

Sex offending is a considerable public health and criminal justice system concern. While the research is fairly mixed at best with most pointing toward a general lack of an appreciable deterrent benefit for these polices, no prior evaluation has made a rigorous attempt to determine and define the vast array of implementation costs and public safety benefits of these policies, specifically the Sex Offender and Registration and Notification Act (SORNA). As such, our proposed research strategy involves the development and application of an innovative Cost-Benefit Analysis (CBA) tool. The results from this innovative and dynamic CBA tool with hypothetical data suggests that the 10-year financial benefit for SORNA ranges from $1.01 to $3.91 for every dollar spent when considering the reduction in sex crime specifically, and any crime more generally. This tool holds promise as a mechanism for generating jurisdiction/site-specific cost-benefit analyses. Policy implications are also discussed.     

Citation Trajectories of Academic Stars from the “Hit Parade”

The current study provides an examination of the publication productivity of 46 previously identified top-ranked criminology and criminal justice scholars across a host of publication productivity metrics. More importantly, the trajectories of the citations accumulated by these scholars’ published works from 2007–2016 are estimated. Results reveal five distinct group-based trajectories, and there are several factors such as the author’s h-index, the author’s number of publications, and the age of the publication that were significantly associated with the citation-based, trajectory group membership. In addition, some of the most frequently cited papers were systematic reviews and meta-analysis and papers focusing on developmental life-course criminology or biosocial research. Study implications are discussed.     

Priorities in educational research

This article emphasizes the need for a coordinative agency to survey, project, and direct funding for educational research. Studies are recommended on characteristics of children in the learning encounter; educational readiness for the very young child from various social settings; and the exploration of programs to meet children's needs across the total school range. The teacher, his personal qualities and behavior in the teaching act, will be a primary focus in research. Adequate means of evaluating school programs, particularly innovative programs must be devised. Researchers must reveal means whereby the teacher can become more effective on an individual basis with both child and parent.

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Résumé Cet article insiste sur le besoin d'une agence coordinative qui étudiera et dirigera les dépenses pour la recherche éducationelle. Les auteurs suggèrent des études concernant le comportement des enfants dans les rencontres éducatives; l'aptitude à apprendre de l'enfant très jeune de différents milieux sociaux; et la recherche des programmes qui réponderaient aux besoins des enfants à tous les niveaux. Les recherches se concentreront sur le professeur, ses qualités personnelles, et sa façon d'agir quand il enseigne. Des moyens appropriés d'évaluer des programmes scolaires, en particulier des programmes innovateurs, devront être recherchés. Les chercheurs devront découvrir les moyens par lesquels l'enseignant pourra devenir plus compétent dans ses contacts avec enfant et parent.

     

Between hope and despair: Teacher education in the age of Trump

Abstract

We are teacher educators trying to recalibrate to the world of Trump. As we search to find our new bearings, we recognize that the markers of meaning that we relied on (such as civility and truth) have been washed away, and we must now redefine how to create meaning in our work, and hope in our worlds. In this article, we combine examples of student interactions from our classes with inner dialogue to chronicle our search for hope. Working in the context of the US South, we highlight how drawing from critical theory allowed us to reach for moments of hope in dark times.     

The effects of computer-assisted instruction and locus of control upon preservice elementary teachers' acquisition of the integrated science process skills

The purpose of this study was to determine the effects of computer-assisted instruction (CAI) versus a text mode of programmed instruction (PI), and the cognitive style of locus of control, on preservice elementary teachers' achievement of the integrated science process skills. Eighty-one preservice elementary teachers in six sections of a science methods class were classified as internally or externally controlled. The sections were randomly assigned to receive instruction in the integrated science process skills via a microcomputer or printed text. The study used a pretest-posttest control group design. Before assessing main and interaction effects, analysis of covariance was used to adjust posttest scores using the pretest scores. Statistical analysis revealed that main effects were not significant. Additionally, no interaction effects between treatments and loci of control were demonstrated. The results suggest that printed PI and tutorial CAI are equally effective modes of instruction for teaching internally and externally oriented preservice elementary teachers the integrated science process skills.     

Protégé Perceptions of High Mentorship Quality Depend on Shared Values More Than on Demographic Match

Mentoring, particularly same-gender and same-race mentoring, is increasingly seen as a powerful method to attract and retain more women and racial minorities into science, technology, engineering, and mathematics (STEM) education and careers. This study examines elements of a mentoring dyad relationship (i.e., demographic and perceived similarity of values) that influenced the perceived quality of mentorship, as well as the effect of mentorship on STEM career commitment. A national sample of African American undergraduates majoring in STEM disciplines were surveyed in their senior year. Overall, perceived similarity, rather than demographic similarity of values, was the most important factor associated with protégé perceptions of high-quality mentorship, which in turn was associated with higher commitment to STEM careers. We discuss the implications for mentoring underrepresented students and broadening participation in STEM.