Problem-based Learning for Police Academy Students: Comparison of Those Receiving Such Instruction with Those in Traditional Programs.
Using a non-equivalent comparison group exploratory quasi-experimental design, this study explored the perceptions of police academy trainees toward their problem-based learning instruction as compared to police academy trainees who received their training via a more traditional lecture-based method...
| Publicado en: | Journal of Criminal Justice Education Vol. 25; no. 2; pp. 175 - 196 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
Jun2014
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |