Research Methods and Criminal Justice Curricula - Surmounting the Obstacles

• NCJ Number: 84693
• Journal: Criminal Justice Review Volume: 7 Issue: 1 Dated: (Spring 1982) Pages: 11-16
• Author(s): S E Brown
• Date Published: 1982
• Length: 6 pages
• Publication Format: Article
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America
• Note: Adapted from a paper which was presented at the annual meeting of the Southern Association of Criminal Justice Educators, Charleston, South Carolina, October 1981.

Annotation

This article discusses the problems involved in teaching research methods to undergraduate social science students and recommends an applied instructional strategy as a supplement to traditional teaching approaches.

Abstract

Few students are motivated to learn about research methods, particularly in recently emerging criminal justice programs. Criminal justice curricula typically have inadequate sequences of research courses and often fail to integrate their research and substantive components. The applied instructional method of teaching involves the student in the practice of research with minimal reliance on the traditional classroom setting. This method is not a panacea, but rather a strategy to compensate for deficiencies in curriculum design and in students' backgrounds and motivation. Each of the three variations in applied teaching strategy -- simulated research, and secondary data analysis -- has advantages, but research experiences with secondary experiences with secondary data might be the most viable. The research component in criminal justice programs should be strengthened so that the applied instructional strategy, a short-term alternative, can be eliminated. A total of 17 references are supplied.