Problem-Based Learning in Police Academies: Adult Learning

125 Pages·2009·0.38 MB·English

by  Eric Paul Werth

PROBLEM-BASED LEARNING IN POLICE ACADEMIES: ADULT LEARNING
PRINCIPLES UTILIZED BY POLICE TRAINERS

A Dissertation
Presented to
The Faculty of the School of Education
Liberty University

In Partial Fulfillment
of the Requirements for the Degree
Doctor of Education

by
Eric Paul Werth
March, 2009
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Problem-based Learning in Police Academies: Adult Learning Principles Utilized by
Police Trainers
by Eric Paul Werth

© March 2009

APPROVED:
COMMITTEE CHAIR Brian Satterlee, Ed.D., D.B.A.

COMMITTEE MEMBERS Alice Obenchain, D.B.A.

Dawn Weiler, Ph.D.

CHAIR, GRADUATE STUDIES Scott B. Watson, Ph.D.
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ABSTRACT
Eric Paul Werth. PROBLEM-BASED LEARNING IN POLICE ACADEMIES: ADULT
LEARNING PRINCIPLES UTILIZED BY POLICE TRAINERS. (Under the direction of
Dr. Brian Satterlee) School of Business Administration, March, 2009.
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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DEDICATION

This study is dedicate to all police educators who are willing to look beyond the
confines of traditional training practices to investigate what is the best method to prepare
student officers for a life of service to their communities and society as a whole. In a
training profession where stepping outside the established boundaries is often greeted
with skepticism, you are evidence of the truth of the statement damnant quod non
intellegunt, they condemn what they do not understand.
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ACKNOWLEDGEMENTS
I could not have completed this dissertation without the love and support of my
best friend and wife, Lori. Thank-you so much for everything you did to make this
achievement possible including the many hours of proofreading. I love you with my
whole heart. You are truly a blessing in my life.
To Erica and Emily, you both mean more to me that you ever will know. Thank-
you for understanding when daddy could not play because he had work to do or deadlines
to meet. I love you both and always will.
To my parents, Paul and Vickie, you put me on this path years ago. Thank-you
for instilling in me the importance of education and the idea that the pursuit of wisdom is
worth the time and cost.
To Director Black and the staff of Idaho Peace Officer Standards and Training,
thank-you for your support in this research. I truly appreciate your willingness to see this
as a worthy endeavor, and will not forget your encouragement.
To those at the Kentucky Department of Criminal Justice Training and
Washington State Criminal Justice Training Commission, thank-you for your time and
support. This study would not have been possible without your dedication to advancing
peace officer training practices. We would not be as far as we are today as a profession
without agencies like you who are willing to step beyond what is commonly done to
answer the question, “What is best for student officers and the public they serve?”
To my committee, Dr. Satterlee, Dr. Obenchain, and Dr. Weiler, you have taught
me how to think like a researcher and educator. The lessons I have learned through this
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process will last a lifetime. I cannot thank you all enough for your time, patience, and
guidance.
To Dr. Gary Conti who developed the Principles of Adult Learning Scale (PALS).
Rather than personally profiting from the development of this questionnaire, you made it
available free to teachers and researchers. This altruistic decision demonstrates your
commitment to helping teachers improve their classroom instruction though assessment
of the adult learning principles they utilize. Thank-you for placing the well-being of
students before your own personal gain.
Finally, no acknowledgement section would be complete without thanking the
good Lord. With Him all things are possible and I could not have conquered this
challenge without Christ carrying me on His shoulders.
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TABLE OF CONTENTS

Page

Dedication ................................................................................................................iv

Acknowledgements ....................................................................................................v

List of Tables .............................................................................................................x

CHAPTER I. INTRODUCTION ..............................................................................1

Introduction...............................................................................................1

Background...............................................................................................1

Research Questions...................................................................................4

Significance of the Study..........................................................................5

Methodology.............................................................................................6

Definition of Terms...................................................................................8

CHAPTER II. LITERATURE REVIEW ...............................................................10

History of Law Enforcement in America................................................10

Policing Models......................................................................................15

Educational Philosophies and Learning Theories ..................................20

Problem-Based Learning........................................................................29

PBL in Police Training Academies.........................................................32

CHAPTER III. METHODOLOGY ........................................................................37

Introduction.............................................................................................37

Research Framework..............................................................................37

Data Collection Procedure and Sample..................................................41
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Operationalization of Variables..............................................................44

Use of Adult Learning Principles...........................................................45

Implementation Time for PBL Methodologies.......................................46

Implementation versus Non-implementation for PBL Methodologies...46

Validity and Reliability ..........................................................................46

Data Analysis Techniques ......................................................................48

CHAPTER IV. FINDINGS ....................................................................................52

Introduction.............................................................................................52

Overview of the PALS Questionnaire....................................................53

Description of the Sample.......................................................................57

Research Question #1.............................................................................59

Research Question #2.............................................................................69

Research Question #3.............................................................................71

Summary.................................................................................................73

CHAPTER V. SUMMARY AND DISCUSSION .................................................75

Introduction.............................................................................................75

Background.......................................................................................75

Research Questions...........................................................................77

Methodology.....................................................................................78

Summary of Research Findings..............................................................79

Research Question #1.......................................................................79

Research Question #2.......................................................................80
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Research Question #3.......................................................................81

Discussion of Research Findings............................................................81

Research Question #1.......................................................................82

Research Question #2.......................................................................89

Research Question #3.......................................................................92

Study Implications..................................................................................94

Police Training..................................................................................94

PBL in General.................................................................................97

Limitations..............................................................................................98

Recommendations for Future Research..................................................99

REFERENCES ......................................................................................................100

Appendices .........................................................................................................109

Appendix 1: Principles of Adult Learning Scale..................................109

Appendix 2: PALS Use Information.....................................................112

Appendix 3: Letter to Agency Instructional Staff.................................113

Appendix 4: Demographic Questionnaire............................................114

Appendix 5: IRB Approval...................................................................115
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List of Tables

Table 1: Description of PALS Categories ...............................................................54

Table 2: Study Agency Demographic Data..............................................................58

Table 3: PALS Descriptive Statistics for National and Study Groups.....................60

Table 4: Number of Instructors Who Scored at Various Locations..........................63

Table 5: T-test Results for Study Groups versus National Norms............................68

Table 6: T-test Results-Kentucky DOCJT Compared to WSCJTC..........................70

Table 7: T-test Results-Study Groups Compared to McCoy (2006)........................73