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Article
Publication date: 9 March 2020

Jacqueline Knapke, Erin N. Haynes and Lisa M. Vaughn

Using a mixed-methods approach, this study evaluated a Master of Science program in Clinical and Translational Research (MSCTR) geared toward training physicians in research…

98

Abstract

Purpose

Using a mixed-methods approach, this study evaluated a Master of Science program in Clinical and Translational Research (MSCTR) geared toward training physicians in research methodology. The purpose of this study is to allow trainees to articulate their expectations, needs and experiences in the MSCTR and to develop novel training methods and/or curriculum modifications to improve physician-scholar training.

Design/methodology/approach

The mixed-method study design with qualitative emphasis included interviews, participant journal entries and a survey. Interview and journal entry data were analyzed using a modified seven-stage hermeneutic analysis and survey data were analyzed using descriptive statistics.

Findings

Findings suggest three major areas for improvement, namely, curriculum, mentorship/relationships and instructional methods. Concluding recommendations to address these three areas include: make ongoing curriculum updates to provide a sequential pathway but also allow for flexibility, improve statistical training, invest in online courses and create a more structured mentorship program.

Originality/value

Extant research, though minimal, has evaluated clinical research training programs in terms of alumni productivity. However, this is the first study of its kind to examine a clinical research training program primarily qualitatively and from the perspective of its students and alumni.

Details

Studies in Graduate and Postdoctoral Education, vol. 11 no. 2
Type: Research Article
ISSN: 2398-4686

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Article
Publication date: 25 August 2022

Lisa M. Dario, Gabriel T. Cesar and Vaughn J. Crichlow

The current and ongoing police legitimacy crises demand a renewed analysis of the police mission in American law enforcement. This research aims to examine the mission statements…

402

Abstract

Purpose

The current and ongoing police legitimacy crises demand a renewed analysis of the police mission in American law enforcement. This research aims to examine the mission statements of a national sample of police agencies, and generates an organizational typology of contemporary policing styles.

Design/methodology/approach

Using the responsive agencies listed in the Law Enforcement Management and Administrative Statistics (LEMAS) as a sampling frame, mission statements from 2,826 departments were collected from official law enforcement websites. Wilson's (1968) seminal typology of policing styles was then used to classify the emergent patterns from the mission statements. Mission statement patterns that did not fit squarely into Wilson's model (i.e. watchman, service and legalistic styles of policing) were classified to update the model and account for contemporary police goals and organizational orientations.

Findings

A theme of outward-facing legitimacy among police organizations emerged as a new variety of police behavior, according to collected mission statements. The researchers’ findings suggest that public perceptions of police legitimacy are a primary concern for today's police forces.

Originality/value

This research reappreciates the utility of Wilson's typology of policing styles, and provides insight into the cultivation of police legitimacy. The authors identify a fourth typology of organizational behavior, legitimacy, that may be an emerging, professional police response to both contemporary crime issues and public antipathy.

Details

Policing: An International Journal, vol. 45 no. 6
Type: Research Article
ISSN: 1363-951X

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Book part
Publication date: 2 January 2013

Lisa V. McCulley, Sarah Katz and Sharon Vaughn

Students with learning disabilities characteristically demonstrate unexpected underachievement and continued learning challenges in spite of appropriate instruction. Because…

Abstract

Students with learning disabilities characteristically demonstrate unexpected underachievement and continued learning challenges in spite of appropriate instruction. Because reading is fundamental to competency of all future endeavors, reading interventions have been the focus of considerable public and professional attention. Intensive interventions that reflect students’ cognitive processing challenges, address the need for feedback, and take into consideration the learning environment have been associated with improved student learning outcomes.

While elementary and secondary struggling readers differ, the targeted reading skills are the same. At all levels, fundamental skills such as phonemic awareness, fluency, vocabulary knowledge, and comprehension are crucial to reading success. At the elementary level, phonemic awareness and the alphabetic principle are best taught through direct and explicit instruction; vocabulary instruction emphasizes word recognition. Fluency problems can be addressed through such activities as repeated or timed readings.

As students progress to the secondary levels, vocabulary demands become increasingly related to content acquisition, and a combination of generative and non-generative approaches to vocabulary instruction is recommended. At the secondary level, fluency practice is best coupled with comprehension instruction, which can include the explicit teaching of strategies and opportunities for students to work collaboratively. While there are no simple solutions to the challenges experienced by struggling learners, appropriate, differentiated, and intensive interventions can increase the likelihood of improved learning outcomes for these students.

Details

Learning Disabilities: Practice Concerns And Students With LD
Type: Book
ISBN: 978-1-78190-428-2

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Book part
Publication date: 22 May 2013

Lisa V. McCulley, Colby Hall and Sharon Vaughn

Purpose – To provide educators an overview of instructional practices in reading that are associated with improved learning outcomes with students K-8 who have a mild-to-moderate…

Abstract

Purpose – To provide educators an overview of instructional practices in reading that are associated with improved learning outcomes with students K-8 who have a mild-to-moderate learning disability.Design/methodology/approach – The chapter provides a conceptual framework to view the process of reading, discusses foundational reading skills necessary to master word reading, presents two approaches to teaching comprehension, and highlights ways to effectively teach vocabulary.Findings – The content of this chapter presents empirical evidence as well as specific examples for clinical practice.Research limitations/implications – This chapter highlights key practices that have been extensively researched and found to be associated with improved learning outcomes for all students, including those with learning disabilities (LD).Practical implications – The chapter offers a wealth of information to help educators more effectively provide reading instruction for struggling readers K-8.Originality/value of chapter – The information compiled in this chapter will help teachers impact learning and reading outcomes for all of their students, particularly those who have a mild-to-moderate LD.

Details

School-Based Interventions for Struggling Readers, K-8
Type: Book
ISBN: 978-1-78190-696-5

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Article
Publication date: 25 June 2020

Steven Vaughn Cates, Sean Doyle, Lisa Gallagher, Gary Shelton, Noel Broman and Blake Escudier

The purpose of this paper is to present a competency-based curriculum design model based on a set of ten foundational professional competencies (PCs) that prepare college…

325

Abstract

Purpose

The purpose of this paper is to present a competency-based curriculum design model based on a set of ten foundational professional competencies (PCs) that prepare college graduates to meet the needs of global businesses now and in the future.

Design/methodology/approach

This phenomenological single-case study reviews literature on the foundational principles of competency-based education (CBE) and comparatively analyzes the results of qualitative interviews to create a set of ten PCs linking employee and business success.

Findings

This study presents a theoretical competency-based curriculum model (competency-based learning, performance and behavior (CBLPB)) designed for online education programs to enable a twenty-first century workforce to succeed. The curriculum design model is tested as applied by the researchers in various courses taught at an online university.

Research limitations/implications

This is a conceptual model for testing in academic research settings in colleges and universities.

Practical implications

The study suggests that higher education business curriculum should be designed using a CBE model to develop graduates with the foundational PCs that employers need and desire in educated working professionals.

Originality/value

From the faculty perspective, the CBLPB curriculum design model can enhance the design and implementation of CBE in business programs.

Details

Higher Education, Skills and Work-Based Learning, vol. 11 no. 1
Type: Research Article
ISSN: 2042-3896

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Article
Publication date: 1 October 2001

Lisa M. DeChano and David R. Butler

Landslides are common occurrences in the US West. Some of these events cause injury and even death to visitors to these landscapes. Investigates changes in visitor perceptions of…

1187

Abstract

Landslides are common occurrences in the US West. Some of these events cause injury and even death to visitors to these landscapes. Investigates changes in visitor perceptions of the likelihood and location of landslide events in Glacier National Park, Montana, in the wake of a series of hazardous debris flow occurrences. The initial surveying was completed at the Logan Pass Visitor Center on 17 July 1998 using a specially created survey. On 28 July 1998, a series of debris flows crossed Going‐to‐the‐Sun Road and trapped several cars between flow deposits. The road was blocked for more than 24 hours as debris was cleared. In an attempt to examine perception differences after the slide event visitors were resurveyed at the same location on 30 July 1998. Results from statistical analyses and maps created from the survey revealed no significant changes in public perception of danger to self from landslides, nor in the perceived locations of where landslides may occur.

Details

Disaster Prevention and Management: An International Journal, vol. 10 no. 4
Type: Research Article
ISSN: 0965-3562

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Book part
Publication date: 24 October 2022

Ashley N. Jackson

Using archival data from the American Civil Liberties Union of Eastern Missouri and current data from Fatal Encounters (FE), this study descriptively compared concentrated…

Abstract

Using archival data from the American Civil Liberties Union of Eastern Missouri and current data from Fatal Encounters (FE), this study descriptively compared concentrated incidents of fatal police shootings of civilians in St. Louis, Missouri at two points in time – 1970 to 1980 and 2000 to 2010. This study also explored connections to race and income by mapping the composition of Black residents and levels of concentrated economic disadvantage using 1980 and 2010 United States Census data. Geographic Information Systems (GISs) results revealed noticeable similarities in the sites of fatal police shootings of civilians across the two time periods. Specifically, most of the incidents occurred in the northern and southeastern sectors of St. Louis City in neighborhoods with a higher number of Black residents and impacted by economic disadvantage. All of the individuals shot and killed by the police were male, and a majority were 22 years old or younger, and armed during the incident. Results from police perceptions studies from the 1970s and early to mid oughts are also discussed to posit that a persistence of police violence historically and presently may help offer key insights into how legal estrangement may ensue.

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Article
Publication date: 13 November 2017

Lisa Joanne Maltman and Emma Lucy Turner

The 2011 Offender Personality Disorder Strategy promoted formulation-led approaches to offender management. The purpose of this paper is to demonstrate how formulation can inform…

323

Abstract

Purpose

The 2011 Offender Personality Disorder Strategy promoted formulation-led approaches to offender management. The purpose of this paper is to demonstrate how formulation can inform partnership-working with women offenders, specifically those with complex needs including personality difficulties.

Design/methodology/approach

Learning from partnership case-work is shared to highlight a psychological understanding of the needs of one female offender, and the organisational system operating around her.

Findings

The paper describes the development of a “volcano metaphor” as a conceptual framework to assist workers, without psychological training, to better understand the complexity of a client’s intense emotional world. It also reflects the impact of an individualised formulation for through-the-gate working.

Practical implications

The challenges and advantages of “joined-up” inter-agency working are highlighted, including some ideas on how to promote consistency. These include the use of formulation as the basis for decision making and to help “contain” strong emotions attached to working with complex women offenders. Importance is attached to stable and appropriate housing for such women by anticipating their resettlement needs prior to points of transition, and coordinating provision through multi-agency public protection arrangements.

Originality/value

The paper’s originality lies with the development of the volcano diagram as an accessible format for considering individualised formulation and risk assessment. The paper also offers detailed reflections on wider systemic processes attached to working with complex women offenders. It is particularly relevant to psychological practitioners working within probation and prisons, and also to offender managers.

Details

Journal of Forensic Practice, vol. 19 no. 4
Type: Research Article
ISSN: 2050-8794

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Article
Publication date: 1 February 1991

S. Tamer Cavusgil, Ugur Yavas and Lisa A. Elvey

The factor congruency technique is introduced as a tool forcross‐cultural or comparative research efforts, where similarities anddifferences in the responses of subjects from…

126

Abstract

The factor congruency technique is introduced as a tool for cross‐cultural or comparative research efforts, where similarities and differences in the responses of subjects from different samples are investigated. A comparative study of store selection criteria of US and Turkish consumers is employed to demonstrate the use of the technique.

Details

Marketing Intelligence & Planning, vol. 9 no. 2
Type: Research Article
ISSN: 0263-4503

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Book part
Publication date: 1 January 2010

Hans Baumgartner

Abstract

Details

Review of Marketing Research
Type: Book
ISBN: 978-0-85724-728-5

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