Education as a component of law enforcement professionalism: the concept and its measurement
Abstract The. lack of empirical studies of education as a structural variable. within theoretical modelt, of professionalization was disucssed. Also, a scale. designed to measure. education, as a camponent of the. concept of low enforcement as a. profoession was developed. lnterpreted as valid and r...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Adams, Reed [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
1981 |
|---|
| Schlagwörter: |
|---|
| Übergeordnetes Werk: |
Enthalten in: American journal of criminal justice - New York, NY [u.a.] : Springer, 1975, 6(1981), 2 vom: 01. Sept., Seite 22-38 |
|---|---|
| Übergeordnetes Werk: |
volume:6 ; year:1981 ; number:2 ; day:01 ; month:09 ; pages:22-38 |
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| DOI / URN: |
10.1007/BF02887395 |
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| 520 | |a Abstract The. lack of empirical studies of education as a structural variable. within theoretical modelt, of professionalization was disucssed. Also, a scale. designed to measure. education, as a camponent of the. concept of low enforcement as a. profoession was developed. lnterpreted as valid and reliable, the scale. was employed in a survey of North Carolina law enforcement personnel. Although it was concluded that many law enforcement personnel did not identify education as an element of the concept of law enforcement as a profassion, a minority strongly endorsed education. Law enforcement. personnekl overwhelmingly phefered criminal justice. curricula over those. of other disciplines, and many anticipated participation in criminal justice educational programs. It was concluded the conceptualization of education as, a component of law enforcement as a profession was, emerging. However, such conceptualieation was not felt to be pervasive within the law enforcement community. | ||
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10.1007/BF02887395 doi (DE-627)SPR024318965 (SPR)BF02887395-e DE-627 ger DE-627 rakwb eng 340 ASE Adams, Reed verfasserin aut Education as a component of law enforcement professionalism: the concept and its measurement 1981 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The. lack of empirical studies of education as a structural variable. within theoretical modelt, of professionalization was disucssed. Also, a scale. designed to measure. education, as a camponent of the. concept of low enforcement as a. profoession was developed. lnterpreted as valid and reliable, the scale. was employed in a survey of North Carolina law enforcement personnel. Although it was concluded that many law enforcement personnel did not identify education as an element of the concept of law enforcement as a profassion, a minority strongly endorsed education. Law enforcement. personnekl overwhelmingly phefered criminal justice. curricula over those. of other disciplines, and many anticipated participation in criminal justice educational programs. It was concluded the conceptualization of education as, a component of law enforcement as a profession was, emerging. However, such conceptualieation was not felt to be pervasive within the law enforcement community. Criminal Justice (dpeaa)DE-He213 Police Officer (dpeaa)DE-He213 Academic Degree (dpeaa)DE-He213 Criminal Justice Program (dpeaa)DE-He213 Criminal Justice Education (dpeaa)DE-He213 Enthalten in American journal of criminal justice New York, NY [u.a.] : Springer, 1975 6(1981), 2 vom: 01. Sept., Seite 22-38 (DE-627)545782163 (DE-600)2387971-3 1936-1351 nnns volume:6 year:1981 number:2 day:01 month:09 pages:22-38 https://dx.doi.org/10.1007/BF02887395 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_63 GBV_ILN_105 GBV_ILN_150 GBV_ILN_184 GBV_ILN_702 GBV_ILN_2190 GBV_ILN_4307 AR 6 1981 2 01 09 22-38 |
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10.1007/BF02887395 doi (DE-627)SPR024318965 (SPR)BF02887395-e DE-627 ger DE-627 rakwb eng 340 ASE Adams, Reed verfasserin aut Education as a component of law enforcement professionalism: the concept and its measurement 1981 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The. lack of empirical studies of education as a structural variable. within theoretical modelt, of professionalization was disucssed. Also, a scale. designed to measure. education, as a camponent of the. concept of low enforcement as a. profoession was developed. lnterpreted as valid and reliable, the scale. was employed in a survey of North Carolina law enforcement personnel. Although it was concluded that many law enforcement personnel did not identify education as an element of the concept of law enforcement as a profassion, a minority strongly endorsed education. Law enforcement. personnekl overwhelmingly phefered criminal justice. curricula over those. of other disciplines, and many anticipated participation in criminal justice educational programs. It was concluded the conceptualization of education as, a component of law enforcement as a profession was, emerging. However, such conceptualieation was not felt to be pervasive within the law enforcement community. Criminal Justice (dpeaa)DE-He213 Police Officer (dpeaa)DE-He213 Academic Degree (dpeaa)DE-He213 Criminal Justice Program (dpeaa)DE-He213 Criminal Justice Education (dpeaa)DE-He213 Enthalten in American journal of criminal justice New York, NY [u.a.] : Springer, 1975 6(1981), 2 vom: 01. Sept., Seite 22-38 (DE-627)545782163 (DE-600)2387971-3 1936-1351 nnns volume:6 year:1981 number:2 day:01 month:09 pages:22-38 https://dx.doi.org/10.1007/BF02887395 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_63 GBV_ILN_105 GBV_ILN_150 GBV_ILN_184 GBV_ILN_702 GBV_ILN_2190 GBV_ILN_4307 AR 6 1981 2 01 09 22-38 |
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10.1007/BF02887395 doi (DE-627)SPR024318965 (SPR)BF02887395-e DE-627 ger DE-627 rakwb eng 340 ASE Adams, Reed verfasserin aut Education as a component of law enforcement professionalism: the concept and its measurement 1981 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The. lack of empirical studies of education as a structural variable. within theoretical modelt, of professionalization was disucssed. Also, a scale. designed to measure. education, as a camponent of the. concept of low enforcement as a. profoession was developed. lnterpreted as valid and reliable, the scale. was employed in a survey of North Carolina law enforcement personnel. Although it was concluded that many law enforcement personnel did not identify education as an element of the concept of law enforcement as a profassion, a minority strongly endorsed education. Law enforcement. personnekl overwhelmingly phefered criminal justice. curricula over those. of other disciplines, and many anticipated participation in criminal justice educational programs. It was concluded the conceptualization of education as, a component of law enforcement as a profession was, emerging. However, such conceptualieation was not felt to be pervasive within the law enforcement community. Criminal Justice (dpeaa)DE-He213 Police Officer (dpeaa)DE-He213 Academic Degree (dpeaa)DE-He213 Criminal Justice Program (dpeaa)DE-He213 Criminal Justice Education (dpeaa)DE-He213 Enthalten in American journal of criminal justice New York, NY [u.a.] : Springer, 1975 6(1981), 2 vom: 01. Sept., Seite 22-38 (DE-627)545782163 (DE-600)2387971-3 1936-1351 nnns volume:6 year:1981 number:2 day:01 month:09 pages:22-38 https://dx.doi.org/10.1007/BF02887395 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_63 GBV_ILN_105 GBV_ILN_150 GBV_ILN_184 GBV_ILN_702 GBV_ILN_2190 GBV_ILN_4307 AR 6 1981 2 01 09 22-38 |
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Abstract The. lack of empirical studies of education as a structural variable. within theoretical modelt, of professionalization was disucssed. Also, a scale. designed to measure. education, as a camponent of the. concept of low enforcement as a. profoession was developed. lnterpreted as valid and reliable, the scale. was employed in a survey of North Carolina law enforcement personnel. Although it was concluded that many law enforcement personnel did not identify education as an element of the concept of law enforcement as a profassion, a minority strongly endorsed education. Law enforcement. personnekl overwhelmingly phefered criminal justice. curricula over those. of other disciplines, and many anticipated participation in criminal justice educational programs. It was concluded the conceptualization of education as, a component of law enforcement as a profession was, emerging. However, such conceptualieation was not felt to be pervasive within the law enforcement community. |
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Abstract The. lack of empirical studies of education as a structural variable. within theoretical modelt, of professionalization was disucssed. Also, a scale. designed to measure. education, as a camponent of the. concept of low enforcement as a. profoession was developed. lnterpreted as valid and reliable, the scale. was employed in a survey of North Carolina law enforcement personnel. Although it was concluded that many law enforcement personnel did not identify education as an element of the concept of law enforcement as a profassion, a minority strongly endorsed education. Law enforcement. personnekl overwhelmingly phefered criminal justice. curricula over those. of other disciplines, and many anticipated participation in criminal justice educational programs. It was concluded the conceptualization of education as, a component of law enforcement as a profession was, emerging. However, such conceptualieation was not felt to be pervasive within the law enforcement community. |
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Abstract The. lack of empirical studies of education as a structural variable. within theoretical modelt, of professionalization was disucssed. Also, a scale. designed to measure. education, as a camponent of the. concept of low enforcement as a. profoession was developed. lnterpreted as valid and reliable, the scale. was employed in a survey of North Carolina law enforcement personnel. Although it was concluded that many law enforcement personnel did not identify education as an element of the concept of law enforcement as a profassion, a minority strongly endorsed education. Law enforcement. personnekl overwhelmingly phefered criminal justice. curricula over those. of other disciplines, and many anticipated participation in criminal justice educational programs. It was concluded the conceptualization of education as, a component of law enforcement as a profession was, emerging. However, such conceptualieation was not felt to be pervasive within the law enforcement community. |
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| up_date |
2024-07-04T00:27:36.629Z |
| _version_ |
1803606144193658880 |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">SPR024318965</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20220111113717.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">201006s1981 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/BF02887395</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)SPR024318965</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(SPR)BF02887395-e</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">340</subfield><subfield code="q">ASE</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Adams, Reed</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Education as a component of law enforcement professionalism: the concept and its measurement</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">1981</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract The. lack of empirical studies of education as a structural variable. within theoretical modelt, of professionalization was disucssed. Also, a scale. designed to measure. education, as a camponent of the. concept of low enforcement as a. profoession was developed. lnterpreted as valid and reliable, the scale. was employed in a survey of North Carolina law enforcement personnel. Although it was concluded that many law enforcement personnel did not identify education as an element of the concept of law enforcement as a profassion, a minority strongly endorsed education. Law enforcement. personnekl overwhelmingly phefered criminal justice. curricula over those. of other disciplines, and many anticipated participation in criminal justice educational programs. It was concluded the conceptualization of education as, a component of law enforcement as a profession was, emerging. 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7.398802 |