skip navigation

PUBLICATIONS

Register for Latest Research

Stay Informed
Register with NCJRS to receive NCJRS's biweekly e-newsletter JUSTINFO and additional periodic emails from NCJRS and the NCJRS federal sponsors that highlight the latest research published or sponsored by the Office of Justice Programs.

NCJRS Abstract

The document referenced below is part of the NCJRS Virtual Library collection. To conduct further searches of the collection, visit the Virtual Library. See the Obtain Documents page for direction on how to access resources online, via mail, through interlibrary loans, or in a local library.

 

NCJ Number: 222249 Find in a Library
Title: Police Academy Training: Comparing Across Curricula
Journal: Policing  Volume:31  Issue:1  Dated:2008  Pages:36-56
Author(s): Allison T. Chappell
Date Published: 2008
Page Count: 21
Publisher: http://www.emeraldinsight.com 
Type: Report (Study/Research)
Format: Article
Language: English
Country: United States of America
Annotation: This study compared the academy performance of police recruits trained in a traditional curriculum with that of recruits trained under a new curriculum tailored to community-policing tasks; and it also compared the characteristics of recruits who performed better under the community-policing curriculum with those who performed better under the traditional curriculum.
Abstract: The study found that recruits in both curricula performed similarly in terms of their mastery of the material; however, the recruits who performed better in the community-policing curriculum were more highly educated and female. The study examined recruit characteristics and performance in Florida's Police Academy under a traditional curriculum that emphasized preparation for law enforcement tasks, such as firearms training, physical training, defensive tactics, and driving, in addition to knowledge areas such as law, arrest procedures, traffic enforcement, and officer safety. Little attention was given to communications, cultural and ethnic diversity, problem solving, and police-community relations. The academy subsequently modified its curriculum to reflect the police tasks emphasized under community policing, which focus on greater police communication, interaction, and cooperation with the community in forging community-based priorities and practices in crime prevention and crime control. The community-policing curriculum focused on the application of learning rather than memorization, the use of a problem solving model throughout the academy, and the use of scenarios as the basis for learning. During data collection, the researcher spent over 100 hours observing academy instruction under both traditional and community-policing curricula. Quantitative data were obtained on 300 recruits in the academy, 155 of whom participated in the traditional curriculum and 145 of whom were trained under the community-policing curriculum. This included all recruits cleared to enter the Basic Recruit Curriculum from 1998 through 2004. This included four classes under the traditional curriculum and three classes under the community-policing curriculum. 4 tables, 5 notes, and 62 references
Main Term(s): Police training programs
Index Term(s): Community policing; Comparative analysis; Florida; Police academy; Police curriculum development; Police education; Police performance evaluation; Police recruit training; Police recruits
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=244147

*A link to the full-text document is provided whenever possible. For documents not available online, a link to the publisher's website is provided. Tell us how you use the NCJRS Library and Abstracts Database - send us your feedback.