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...

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Bibliographic Details

Published in:	Journal of Criminal Justice Education Vol. 25; no. 2; pp. 175 - 196
Main Authors:	Vander Kooi, Gregory P., Bierlein Palmer, Louann
Format:	Article
Published:	Taylor & Francis Ltd Jun2014
Subjects:	Criminal justice system Teaching Learning Police education Police training
Online Access:	View this record in EBSCOhost