CHI TIẾT NGHIÊN CỨU …

Tiêu đề

The application of cognitive learning theory to criminal justice education

Tác giả

Young D.B.; Mccormick G.M.

Năm xuất bản

1991

Source title

Journal of Criminal Justice Education

Số trích dẫn

DOI

10.1080/10511259100082261

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-34848837781&doi=10.1080%2f10511259100082261&partnerID=40&md5=3c73fe4d855e9853f925d59cb8d5e3f5

Tóm tắt

Most criminal justice programs began as extensions of vocational technical training courses, but within the last decade they have begun to parallel the liberal arts programs originally proposed. As a result of this reorientation, criminal justice instructors lack many of the instructional methods used by colleagues in other fields. In addition, the dual nature of criminal justice instruction, requiring both experience and theory, places demands on criminal justice instructors that their colleagues may not experience. The field needs an instructional approach that blends the best of the vocational aspects and the theoretical underpinnings. This paper reviews cognitive learning theory, specifically Kolb's experiential learning model. Recommendations are offered for the application of this model to instruction in criminal justice courses. © 1991, Academy of Criminal Justice Sciences. All rights reserved.

Từ khóa

Tài liệu tham khảo

Claxton C.S., Murrell P.H., Learning Styles: Implications for Improving Education Practices, (1987); Conti G.J., The Relationship between Teaching Style and Adult Student Learning, Adult Education Quarterly, 35, 4, pp. 220-228, (1985); Conti G.J., Wellborn R.B., Teaching-Learning Styles and the Adult Learner, Lifelong Learning: An Omnibus of Research and Practice, 6, pp. 20-24, (1986); Covington M.V., The Cognitive Curriculum: A Process-Oriented Approach to Education, Cognitive Studies, pp. 491-501, (1973); Esbensen F., Liberal Arts in Criminal Justice: The Students’ Perspective, American Journal of Criminal Justice, 10, 1, pp. 117-125, (1985); Fabianic D., Criminal Justice Education: A Suggestion for Conceptual Modification, Criminal Justice Review, 5, 2, pp. 5-11, (1980); Farnham-Diggory S., Cognitive Processes, Education: A Psychological Preparation for Teaching and Curriculum Development, pp. 113-129, (1983); Fry F., Kolb D.A., Experiential Learning Theory and Learning Experiences in Liberal Arts Education, Enriching the Liberal Arts through Experiential Learning, pp. 79-92, (1979); Holland K.M., Socrates: The First Criminal Justice Educator, Criminal Justice Review, 5, 2, pp. 1-4, (1980); Kolb D.A., Learning Style Inventory Technical Manual, (1976); Learning Styles and Disciplinary Differences, The Modem American College, pp. 140-161, (1985); Langworthy R., Latessa E., Criminal Justice Education: A National Assessment, The Justice Professional, 4, 2, pp. 172-188, (1988); Loewenthal M.A., The Crisis in Criminal Justice Education: Constructive Reappraisal or Intellectual Masochism?, Criminal Justice Review, 5, 1, pp. 25-41, (1980); Miller L.S., Braswell M.C., Teaching Criminal Justice Research: An Experiential Model, The American Journal of Criminal Justice, 8, 1, pp. 26-40, (1988); Murrell P.H., Claxton C.S., Experiential Learning Theory as a Guide for Effective Teaching, Journal of the Association for Counselor Education and Supervision, 27, pp. 4-14, (1987); Peterson P.L., Swing S.R., Problems in Classroom Implementation of Cognitive Strategy Instruction, Cognitive Strategy Research: Educational Application, pp. 266-283, (1983); Reigeluth C.M., Instructional Design: What Is It and Why Is It?, Instructional-Design Theories and Models, pp. 7-24, (1983); Reilly R.R., Lewis E.L., Educational Psychology, (1983); Simkin J.S., Gestalt Therapy, Current Psycho-therapies, pp. 254-301, (1979); Smythe O., Practical Experience and Liberal Arts: A Philosophical Perspective, Enriching the Liberal Arts through Experiential Learning, pp. 1-12, (1979); Stephens G., Criminal Justice Education: Past, Present and Future, Criminal Justice Review, 1, 1, pp. 91-120, (1976); Sugarman L., Kolb's Model of Experiential Learning: Touchstone for Training, Students, Counselors and Clients, Journal of Counseling and Development, 64, 12, pp. 264-268, (1985); Swenson L.C., Theories of Learning, (1980)