Andragogical Instruction for Effective Police Training

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Cambria Press, 2009 - Education - 449 pages
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This book details a 2-year study that examined and compared the efficacy of an andragogical instructional methodology to that of a traditional, prescriptive, pedagogical, and militaristic format of basic police training. The study not only revealed that an andragogical approach yielded greater outcomes in terms of skills and competencies, but was preferred among recruits, in great part due to the emphasis placed on experiential learning and a collegiate and collaborative approach to learning. In his research, Robert F. Vodde identified six thematic, categorical constructs by which basic police training programs can be organized and administered, to include the importance for not only working within a quasi-military hierarchal organizational structure, but in preparing recruits for the emotional and physical challenges associated with police work. When properly administered, an andragogical approach represents a well-planned and skillfully orchestrated process that holistically integrates all aspects of the curriculum; one that capitalizes on the use of multi-sensory, experiential, hands-on learning activities that allow recruits to apply what they have learned. Considering the short and long-term impacts of basic police training, Vodde illuminates in this book that "an andragogical instructional methodology serves as a pragmatic, effective, and responsive approach to training"; it is one that creates a physical and psychological climate that takes into consideration the affective needs of the recruit, thus providing for a healthy, engaging, challenging, and collaborative atmosphere in which future police officers "develop a clear understanding and perspective of their role within the greater context of society."
 

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Contents

Summary and Conclusions
314
Terms and Definitions
317
NJ Basic Police Training Curriculum
327
Letter of Introduction to Academy Directors
329
Letter of Introduction to Recruits
333
Academy Observation Form
335
Recruit Interview Recording Form
337
Police Recruit Pretraining Questionnaire
341

Theories of Learning
48
Adult Learning and Education
71
Andragogy
78
Research Design and Methodoloy
133
Conceptualization and Operationalization
135
Sample Design and Population
146
Research Design and Methodology
151
Data Analysis
173
Results
179
Quantitative Analysis
256
Discussion and Conclusion
279
Thematic and Categorical Constructs
281
Pretraining Questionnaire Coding Chart
345
Police Recruit Posttraining Questionnaire
355
Posttraining Questionnaire
359
Posttraining Case Scenarios
369
Pretest Frequencies and Chi Square
379
Posttest Frequencies and Chi Square
399
ProblemBased Learning Assessment Frequency TablesANOVA
417
Notes
423
References
427
Index
445
Copyright

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