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IJSC

What Happens When Investigating A Crime Takes Up Too Much Time? An Examination of How Optimal Law Enforcement Theory Impacts Sentencing
Pages  215-225

Creative Commons LicenseKatherine Ray, Elizabeth L. Borkowski, Wanda Leal and William D. Bales

DOI: https://doi.org/10.6000/1929-4409.2017.06.23

Published: 20 November 2017


Abstract: Previous research finds that variations in sentencing outcomes still exist among similarly situated individuals, especially among drug offenders. While courtroom actors are often the focus of sentencing disparities, law enforcement officers are rarely studied. This is problematic because criminological research has yet to explore whether law enforcement could influence sentencing decisions. The current study aims to discover the influence of a previously ignored legal variable, investigation workload, on sentence length and directly examine an untested criminal justice theory, Optimal Law Enforcement Theory. This study will explore these overlooked concepts with a rare dataset that contains information on individuals convicted of prescription drug trafficking in Florida from 2011-2013. We find that investigation workload does influence sentencing, with offenders convicted from a high police workload being significantly more likely to experience longer sentences than offenders convicted from a low investigation workload. Limitations and policy implications are also discussed.

Keywords: Courtroom Actors, Investigation Workload, Law Enforcement, Optimal Law Enforcement, Sentencing.

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IJSC

College and University Faculty Perceptions Towards Carrying Concealed Firearms on Campus
Pages 205-214

Creative Commons LicenseP.J. Verrecchia and Nicole Hendrix

DOI: https://doi.org/10.6000/1929-4409.2017.06.22

Published: 17 November 2017


Abstract: This study uses a survey of university and college faculty members at two schools in the eastern United States to investigate their attitudes towards qualified faculty members and students carrying concealed firearms on their campuses. We found that faculty members who own a gun and are politically conservative were in favor concealed carry for qualified students and faculty, while liberal faculty member who are not gun owners were not.

Keywords: Campus safety, college faculty, firearms, logistic regression.

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IJSC

Communication Styles of Primary School Teachers During Teaching
Pages 166-171

Creative Commons LicenseEleni Stavropoulou and Panagiotis J. Stamatis

DOI: https://doi.org/10.6000/1929-4409.2017.06.17

Published: 03 November 2017


Abstract: In international literature, teacher communication style (TCS) is defined as the teacher's ability to effectively communicate, verbally and nonverbally, with his/her students in order to improve their academic performance and manage their behavior. Surveys in educational environments show that each teacher may display a primary communication style during classroom teaching with recurring other styles of communication, which can change according to the audience and the situations he/she has to deal with. This combination of communication styles enables individuals not to feel confined to the way they communicate, but to become flexible and capable of choosing communication strategies according to the variety of situations they are faced with.

Within this framework, the present study deals with the phenomenon of human communication and focuses on the communication style of teachers. More specifically, the study explores the communication style of primary school teachers during teaching process, utilizing modern Greek and international typology and teachers’ communication strategies according to Jay Lemke and behaviors related to verbal and nonverbal immediacy during teaching. Those communication styles shaping the school climate and contribute in interpersonal relationship development among teachers, students and parents.

Keywords: Communication style, primary school, teaching, instruction, teacher.

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IJSC

Communication Violence in Verbal Expression and Nonverbal Behavior of Preschool and Early Primary School Teachers During Teaching Process: An Observational Study
Pages 159-165

Creative Commons LicensePanagiotis J. Stamatis

DOI: https://doi.org/10.6000/1929-4409.2017.06.16

Published: 03 November 2017


Abstract: The teaching process is actually a communication one. It could be interesting or not, pleasant or woeful etc. depending mainly on the teacher’s attitude, his/her verbal expression and nonverbal behavior performed in the classroom. Especially, in children of preschool and early primary school ages, the words a teacher uses in an everyday chat or discussion with students during teaching, the tone of his/her voice and nonverbal behavior may create a positive or negative classroom climate which affects relationships among him/her and the students.

This study, based on observations of teachers’ communication behavior during teaching process, focuses on the way they choose to communicate with children and on their verbal expressions in regard to classroom climate conditions. Also, the study focuses on teachers’ nonverbal behaviors, which like nonverbal communication aspects, affect the relationships among classroom participants in school environment. Emphasis is given on teachers’ verbal expressions and nonverbal behaviors that may lead to communication violence and bullying because teachers are more than often behavioral patterns especially for preschoolers and very young elementary school children (pupils).

Keywords: Communication violence, kindergarten, primary school, teaching/instructional style.

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IJSC

Greek Preschool Teachers' Perceptions about the Effective Strategies for Bullying Prevention in Preschool Age
Pages 172-177

Creative Commons LicenseEleni Nikolaou and Georgios Markogiannakis

DOI: https://doi.org/10.6000/1929-4409.2017.06.18

Published: 03 November 2017


Abstract: The aim of the present research is to explore preschool teachers' perceptions about the effective strategies for bullying prevention in preschool context. The sample of this research study was 164 preschool teachers from Greece. Data were collected by a questionnaire that was based on previous research. The findings show that teachers regard that classroom activities for diversity acceptance, the development of empathy, the cooperation between school and family, the implementation of socio-emotional learning programs in school context and teacher training, are among the most effective strategies. They also value the cooperation between school, family, and community services for bullying prevention as well as peer support and the creation of prevention activities and material such as videos. Research findings may be utilized for designing teacher training and professional development programs aiming at preventing school bullying at an early age.

Keywords: PreschoolTeacher Perceptions, School Bullying, Strategies, Prevention.

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