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Problem-Based Learning in Police Academies: Adult Learning Principles Utilized by Police Trainers

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Title: Problem-Based Learning in Police Academies: Adult Learning Principles Utilized by Police Trainers
Authors: Werth, Eric Paul
Committee Members: Brian Satterlee
Summary: This study explored the use of adult learning principles by instructors at two state-run multi-jurisdictional police training academies using Problem-Based Learning (PBL). Instructor use of adult learning principles was assessed using an electronic version of the Principles of Adult Learning Scale (PALS). PALS scores indicate that instructors at both institutions favor an instructor-centered as opposed to student-centered teaching style, that time since PBL implementation did not lead to a greater use of adult learning principles by instructors at the academy utilizing PBL for a greater length of time, and that there is little significant difference in the use of adult learning principles by instructors at the two PBL academies compared to instructors at an academy not using PBL. The results of this study will potentially impact the training provided to police instructors both prior to and following adoption of PBL as well as the decision of some agencies to convert to PBL-based curricula.
URL: https://digitalcommons.liberty.edu/doctoral/134
Database: OpenDissertations
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  Availability: 0
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An: ddu.oai.digitalcommons.liberty.edu.doctoral.1153
AccessLevel: 6
PubType: Dissertation/ Thesis
PubTypeId: dissertation
PreciseRelevancyScore: 0
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  Data: Problem-Based Learning in Police Academies: Adult Learning Principles Utilized by Police Trainers
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  Data: This study explored the use of adult learning principles by instructors at two state-run multi-jurisdictional police training academies using Problem-Based Learning (PBL). Instructor use of adult learning principles was assessed using an electronic version of the Principles of Adult Learning Scale (PALS). PALS scores indicate that instructors at both institutions favor an instructor-centered as opposed to student-centered teaching style, that time since PBL implementation did not lead to a greater use of adult learning principles by instructors at the academy utilizing PBL for a greater length of time, and that there is little significant difference in the use of adult learning principles by instructors at the two PBL academies compared to instructors at an academy not using PBL. The results of this study will potentially impact the training provided to police instructors both prior to and following adoption of PBL as well as the decision of some agencies to convert to PBL-based curricula.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Code: eng
        Text: English
    Subjects:
      – SubjectFull: Education, Adult and Continuing; Education, Curriculum and Instruction
        Type: general
      – SubjectFull: Academy
        Type: general
      – SubjectFull: Adult Learning
        Type: general
      – SubjectFull: Law Enforcement
        Type: general
      – SubjectFull: Police
        Type: general
      – SubjectFull: Principles of Adult Learning Scale
        Type: general
      – SubjectFull: Problem-Based Learning
        Type: general
    Titles:
      – TitleFull: Problem-Based Learning in Police Academies: Adult Learning Principles Utilized by Police Trainers
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Werth, Eric Paul
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2009
ResultId 1