DOCSLIB.ORG

A Study of the Relationship Between Transformational

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Study of the Relationship Between Transformational A STUDY OF THE RELATIONSHIP BETWEEN TRANSFORMATIONAL LEADERSHIP PRACTICES AND COLLECTIVE TEACHER EFFICACY A Dissertation Presented to The Graduate Faculty of the University of Akron In Partial Fulfillment of the Requirements for the Degree Doctor of Education Cameron M. Ryba December, 2018 A STUDY OF THE RELATIONSHIP BETWEEN TRANSFORMATIONAL LEADERSHIP PRACTICES AND COLLECTIVE TEACHER EFFICACY Cameron M. Ryba Dissertation Approved: Accepted: Advisor Acting Chair/Interim Dean Xin Liang, Ph.D. Jarrod Tudor, Ph.D. Committee Member Dean of the Graduate School Susan N. Kushner Benson, Ph.D. Chand K. Midha, Ph.D. Committee Member Date Susan G. Clark, Ph.D. Committee Member Alfred Daviso, Ph.D. Committee Member Kristin L. K. Koskey, Ph.D. ii ABSTRACT School principals are continually searching for leadership practices that have the potential to directly enhance adult behavior and indirectly and positively influence student achievement. Previous research has indicated that a positive and statistically significant relationship exists between collective teacher efficacy beliefs and principal transformational leadership practices (Demir, 2008; Ninkovic & Floric, 2018; Prelli, 2016; Ross & Gray, 2006). In addition, schools characterized by higher levels of collective teacher efficacy have demonstrated higher levels of student achievement. Previous studies of collective teacher efficacy have focused on group outcomes based on the levels of collective efficacy beliefs held by the teacher’s studied. However, the research examining the relationship between specific leadership practices associated with transformational leaders that may develop and/or strengthen collective teacher efficacy beliefs has been minimal. The purpose of this study was to examine whether principal transformational leadership practices statistically significantly predicted collective teacher efficacy beliefs amongst K-12 teachers, while taking the contextual conditions of building level and teacher experience into consideration. Participants consisted of voluntary educators from one school district serving five elementary schools, one middle school, and one high school. A total of 233 participants completed the Educational Leadership Survey, Collective Efficacy Scale: Short Form, and demographic questionnaire. Results from the hierarchical linear multiple regression indicated that transformational leadership practices, when taken collectively with the iii demographic variables of building level and teacher experience, statistically significantly predicted collective efficacy beliefs in teachers. The positive and statistically significant relationship between transformational leadership practices and collective teacher efficacy beliefs indicated that as transformational leadership practices increase, so does collective efficacy beliefs in teachers. The results of this study provide practical applications to the daily work of principals in the implementation of targeted transformational leadership practices that are the strongest predictors of collective efficacy beliefs of teachers. iv ACKNOWLEDGMENTS Completing this dissertation was a journey; a journey that started twelve years ago. Since starting in the Doctoral program I have had three advisors, five jobs moving my way up in educational administration, taught a few Masters courses, and was blessed with twin boys. Even though my journey took some twists and turns and took a little longer than most, it is the journey that makes reaching this goal all that more rewarding. You cannot take a journey like this and be successful without the support of others. First, I would like to acknowledge Dr. Sharon Kruse. Although her journey took her to another college, her care, guidance, and support as my first advisor was invaluable and gave me the drive to never let go of my goals as an educator. I would also like to thank Dr. Jarrod Tudor. If it weren’t for him, I would have not had the chance to restart and refocus my work with the University of Akron. He saw through the bureaucracies and gave someone he had never met a chance to move forward and for that I am eternally grateful. In addition, I would be remiss if I didn’t acknowledge Dr. Xin Liang for stepping up and taking on the role as my dissertation chair. She rebuilt my confidence in completing this study. She truly cared about me, my work, and was a cheerleader in my corner throughout this past year. Finally, I would like to share my sincere appreciation for my dissertation committee members, Dr. Kushner Benson, Dr. Clark, Dr. Daviso, and Dr. Koskey. Whether it was as a student in one of your classes, or the time, guidance, and feedback you provided as a committee member, I am deeply appreciative for the work that you have done on my behalf. v Furthermore, I offer my gratitude and appreciation to my Board of Education, administrative colleagues, and teachers of Strongsville City Schools. I cannot express how much your support, understanding, and participation in this study and my journey has meant to me. Albeit crucial to have the support of from your college and colleagues, there is no support more important than that of your family. A special thank you to my mom. Whether it was taking the kids so I could work or your constant encouragement, you inspired me to continue to reach this goal. Although my father will not see this achievement, I know he would be proud. Both my mom and dad continually modeled work ethic, discipline, and the importance of striving to get better each day. These are the values that they instilled in me, which helped me to keep working. However, none of this would have been possible without the love and support of my wife and boys. Thank you to my two outstanding sons, Brady and Evan, for being understanding and supportive when dad’s job kept him away during the week and the dissertation kept him away on the weekends. Your encouragement gave me comfort. Finally, if it were not for my wife, Kelly, I would have never achieved this goal. She put her goals aside so that I could achieve mine. When I wanted to throw in the towel, she pushed me forward. The achievement of this goal is as much hers as it is mine. vi TABLE OF CONTENTS LIST OF TABLES ............................................................................................................. xi LIST OF FIGURES .......................................................................................................... xii CHAPTER I INTRODUCTION ........................................................................................................... 1 Background to the Study ........................................................................................... 2 Purpose of the Study ................................................................................................. 6 Research Questions and Methodology...................................................................... 6 Significance of the Study .......................................................................................... 7 Definitions of Terms ................................................................................................. 9 II LITERATURE REVIEW ............................................................................................. 11 Transformational Leadership .................................................................................. 11 Educational Leadership ................................................................................. 12 Development of a Model of School-Based Transformational Leadership ... 15 Impact of Transformational Leadership on an Organization ........................ 19 Setting Directions................................................................................ 19 Developing People .............................................................................. 22 Redesigning the Organization ............................................................. 24 Improving the Instructional Program .................................................. 26 Contextual Consideration of Transformational Leadership .......................... 27 Teacher Efficacy ..................................................................................................... 29 vii Social Cognitive Theory and Human Agency .............................................. 29 Self-Efficacy and Teacher Efficacy .............................................................. 31 Sources of Teacher Efficacy Belief Development ........................................ 32 Collective Teacher Efficacy .................................................................................... 35 Theoretical Models of Collective Teacher Efficacy ..................................... 37 Enhancing Collective Teacher Efficacy ........................................................ 40 Organizational Conditions .................................................................. 41 Contextual Factors .............................................................................. 42 Influence of Transformational Leadership on Collective Teacher Efficacy ........... 44 Influence of Setting Directions on Collective Teacher Efficacy .................. 46 Influence of Developing People on Collective Teacher Efficacy ................. 48 Influence of Redesigning the Organization on Collective Teacher Efficacy ......................................................................................................... 48 Influence of Improving the Instructional Program on Collective Teacher Efficacy ........................................................................................................
Load more

Recommended publications
  • Disorder in Urban Neighborhoods
    U.S. Department of Justice Office of Justice Programs National Institute of Justice National Institute of Justice R e s e a r c h i n B r i e f Julie E. Samuels, Acting Director February 2001 Issues and Findings Disorder in Urban Neighborhoods— Discussed in this Brief: The link between disorder and crime; Does It Lead to Crime? specifically, whether manifesta- tions of social and physical disor- By Robert J. Sampson and Stephen W. Raudenbush der, such as public drunkenness, graffiti, and broken windows, According to a now-familiar thesis, social Disorder is indeed related to crime. The lead directly to more serious and physical disorder in urban neighbor- broken windows metaphor is apt insofar as offenses. The study, part of the hoods can, if unchecked, lead to serious it asserts that physical signs of decay sig- long-range Project on Human crime. The reasoning is that even such nal neighbors’ unwillingness to confront Development in Chicago minor public incivilities as drinking in strangers, intervene when a crime is being Neighborhoods, assesses the the street, spray-painting graffiti, and committed, or ask the police to respond. “broken windows” thesis and breaking windows can escalate into preda- Disorder may in fact be more useful than its implications for crime control tory crime because prospective offenders crime for understanding certain troubling policy and practice. assume from these manifestations of dis- urban processes, such as the abandonment Key issues: The assumption that order that area residents are indifferent of many of the Nation’s urban cores. That social and physical disorder can to what happens in their neighborhood.1 is because disorder can be observed, escalate to serious crime has had The “broken windows” thesis has greatly while crime, by contrast, is largely unob- a major influence on law enforce- influenced crime control policy, with served.
    [Show full text]
  • Considerable Research Has Focused on the Impact That Urban Contexts Have on Crime Rates
    Investigating the influence of neighborhood context on levels of violence in Medellín and Chicago Magdalena Cerdá, MPH DrPH 1 Jeffrey Morenoff, PhD 2 1Department of Epidemiology, School of Public Health, The University of Michigan 2Department of Sociology, The University of Michigan 1 Abstract Limited information is available about the ways communities impact violence in developing countries. We tested the association between neighborhood characteristics and violence in Medellín, Colombia, and Chicago, USA, using a household survey of 2494 respondents in 166 neighborhoods in Medellín, and 3094 respondents in 342 neighborhoods in Chicago. In Chicago, poverty and lower collective efficacy are predictive of higher perceptions of violence and rates of homicide. A closer examination by neighborhood poverty however, reveals that levels of perceived violence only differ by levels of collective efficacy in mid-low-poverty neighborhoods. In Medellín, collective efficacy is more pronounced in contexts of high disadvantage, and it is associated, on average, with higher levels of perceived violence and homicide. In both cities, higher levels of collective efficacy in high-poverty neighborhoods are associated with higher homicide. The study questions the notion of “social organization” as a homogeneously beneficial process across cultural and socioeconomic contexts. 2 Introduction Urban sociological research has highlighted the pathways through which the socioeconomic environment can affect the systematic distribution of levels of violence. One of the most promising emerging theories linking community processes and crime is collective efficacy theory. This theory critically builds upon social disorganization theory and calls attention to the role that social trust and norms of reciprocity, along with purposive social control, can play as mediators in the association between material deprivation and crime (Galea et al.
    [Show full text]
  • Collective Efficacy As a Task Specific Process
    Collective efficacy as a task specific process: Examining the relationship between social ties, neighborhood cohesion and the capacity to respond to violence, delinquency and civic problems Rebecca Wickes John R. Hipp Elise Sargeant Ross Homel Post-print. Published in American Journal of Community Psychology. 2013. 52(1-2): 115-127. 1 Abstract In the neighborhood effects literature, collective efficacy is viewed as the key explanatory process associated with the spatial distribution of a range of social problems. While many studies usefully focus on the consequences of collective efficacy, in this paper we examine the task specificity of collective efficacy and consider the individual and neighborhood factors that influence residents’ perceptions of neighborhood collective efficacy for specific tasks. Utilizing survey and administrative data from 4,093 residents nested in 148 communities in Australia, we distinguish collective efficacy for particular threats to social order and assess the relative importance of social cohesion and neighborhood social ties to the development of collective efficacy for violence, delinquency and civic/political issues. Our results indicate that a model separating collective efficacy for specific problems from social ties and the more generalized notions of social cohesion is necessary when understanding the regulation potential of neighborhoods. Key words: collective efficacy, social ties, social cohesion, community 2 Introduction Over the last decade, scholars working within the neighborhood effects paradigm have shifted their focus from the role of neighborhood structural features and social ties to the collective processes that protect against a range of neighborhood problems. Central to this shift is the uptake of collective efficacy theory, a theory initially established in psychology to explain group performance (Bandura 1997).
    [Show full text]
  • Teacher Leadership and Collective Efficacy: Connections and Links
    International Journal of Teacher Leadership Volume 4, Number 1, Fall 2013 http://www.csupomona.edu/~education/ijtl/index.shtml ISSN: 1934-9726 Teacher Leadership and Collective Efficacy: Connections and Links Mary Lynne Derrington University of Tennessee, USA Pamela S. Angelle University of Tennessee, USA Teacher leadership studies have identified attributes of teachers who assume leadership roles. This study expands the literature by adding the theoretical frame of collective efficacy. The Teacher Leadership Inventory and the Teacher Efficacy Belief Scale – Collective were administered in two states to 1193 teachers in 50 schools; 719 teachers completed the surveys. Findings indicate a strong relationship between a faculty’s collective efficacy and the extent of teacher leadership in a school. The exception to this relationship is the finding that principal selection of teacher leaders is negatively correlated with teacher leadership. Introduction Collective efficacy is an organizational construct that researchers identify as promoting or increasing school capacity. Regarding student achievement, Bandura (1993) posited that “Faculties’ beliefs in their collective instructional efficacy contribute significantly to their schools’ level of academic achievement” (p. 117). Leadership capacity is evident when a group of teacher leaders believe they can bring about change, desire to work for change, and have the knowledge and skills to do so (DiRanna & Loucks-Horsley, 2001). Research on teacher leadership discusses various Constructs including
    [Show full text]
  • Understanding Deviance: Connecting Classical and Contemporary Perspectives
    Understanding Deviance: Connecting Classical and Contemporary Perspectives Preface Tammy L. Anderson Acknowledgments Part 1: Classic and Contemporary Approaches to Deviance Section 1. Defining Deviance Introduction Tammy L. Anderson. 1. Rules for the Distinction of The Normal and the Pathological Emile Durkheim Durkheim defines deviance from a statistical standpoint, or by the prevalence of deviance in society. He seeks an objective criterion by which social phenomena can be rendered normal, or pathological and deviant. From this perspective, Durkheim claims to measure the condition of society. His approach to deviance is different from the moral and social reaction definitions of deviance included in this section. 2. Notes on the Sociology of Deviance Kai T. Erikson Erickson relies on morals, customs, and traditions that are often tied to religious doctrine to define deviance. His view is that deviance sets boundaries for acceptable behavior and strengthens solidarity among citizens. His approach breaks from Durkheim’s statistical view and is more in tune with Becker’s social reaction approach. 3. Definitions of Deviance and Deviance and the Responses of Others from Outsiders Howard S. Becker Becker’s work is considered a classic social reaction definition where deviance is anything people so label. He argues that deviance is not an objective fact, contrary to Durkheim’s position. Instead, Becker reasons, it is something people define and redefine through social interaction. 4. Defining Deviance Down Daniel Moynihan Moynihan’s article is a newer classic in the field of deviance that cautions against reclassifying unacceptable behaviors as acceptable, or trivializing their significance and impact. By moving away from objective standards for behavior and endorsing a core set of values, as Becker and Erickson propose, Moynihan believes society enters dangerous territory and compromises itself.
    [Show full text]
  • Crime As a Cascade Phenomenon
    International Journal of Comparative and Applied Criminal Justice ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/rcac20 Crime as a cascade phenomenon John Braithwaite To cite this article: John Braithwaite (2020) Crime as a cascade phenomenon, International Journal of Comparative and Applied Criminal Justice, 44:3, 137-169, DOI: 10.1080/01924036.2019.1675180 To link to this article: https://doi.org/10.1080/01924036.2019.1675180 Published online: 25 Nov 2019. Submit your article to this journal Article views: 557 View related articles View Crossmark data Citing articles: 3 View citing articles Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=rcac20 INTERNATIONAL JOURNAL OF COMPARATIVE AND APPLIED CRIMINAL JUSTICE 2020, VOL. 44, NO. 3, 137–169 https://doi.org/10.1080/01924036.2019.1675180 Crime as a cascade phenomenon John Braithwaite School of Regulation & Global Governance (RegNet), ANU College of Asia and the Pacific, Australian National University, Canberra, Australia ABSTRACT ARTICLE HISTORY The Peacebuilding Compared project deployed South Asian data to con- Received 23 January 2019 clude that war tends to cascade across space and time to further war, Accepted 29 September 2019 crime to further crime, war to crime, and crime to war. This article is an KEYWORDS analytic sketch of crime as a cascade phenomenon. Examining crime Crime; cascades; self-efficacy; through a cascade lens helps us to imagine how to more effectively collective efficacy; war; cascade crime prevention. Like crime, crime prevention often cascades. macrocriminology Braithwaite and D’Costa (2018) show how peacemaking can cascade non- violence, how it cascades non-violent social movement politics, and vice versa.
    [Show full text]
  • A Study of Relationships of School Climate, School Culture, Teacher
    University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 8-2007 A study of relationships of school climate, school culture, teacher efficacy, collective efficacy, teacher job satisfaction and intent to turnover in the context of year-round education calendars. Joseph W. Mattingly 1953- University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Recommended Citation Mattingly, Joseph W. 1953-, "A study of relationships of school climate, school culture, teacher efficacy, collective efficacy, teacher job satisfaction and intent to turnover in the context of year-round education calendars." (2007). Electronic Theses and Dissertations. Paper 923. https://doi.org/10.18297/etd/923 This Doctoral Dissertation is brought to you for free and open access by ThinkIR: The University of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The University of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. A STUDY OF RELATIONSHIPS OF SCHOOL CLIMATE, SCHOOL CULTURE, TEACHER EFFICACY, COLLECTIVE EFFICACY, TEACHER JOB SATISFACTION AND INTENT TO TURNOVER IN THE CONTEXT OF YEAR-ROUND EDUCATION CALENDARS By Joseph W. Mattingly M. Ed., University of Louisville, 1979 A Dissertation Submitted to the Faculty of the Graduate School of the University of Louisville in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Educational Leadership, Foundations and Human Resource Development University of Louisville Louisville, Kentucky August 2007 Copyright 2007 by Joseph W.
    [Show full text]
  • The Structural and Cultural Dynamics of Neighborhood Violence
    The author(s) shown below used Federal funds provided by the U.S. Department of Justice and prepared the following final report: Document Title: The Structural and Cultural Dynamics of Neighborhood Violence Author: David S. Kirk, Andrew V. Papachristos Document No.: 234629 Date Received: June 2011 Award Number: 2008-IJ-CX-0012 This report has not been published by the U.S. Department of Justice. To provide better customer service, NCJRS has made this Federally- funded grant final report available electronically in addition to traditional paper copies. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. The Structural and Cultural Dynamics of Neighborhood Violence Grant No. 2008-IJ-CX-0012 FINAL TECHNICAL REPORT David S. Kirk University of Texas at Austin & Andrew V. Papachristos University of Massachusetts, Amherst May 2011 Findings and conclusions of the research reported here are those of the authors and do not necessarily reflect the official position or policies of the U.S. Department of Justice. A condensed version of this report (Kirk and Papachristos 2011), with the title “Cultural Mechanisms and the Persistence of Neighborhood Violence,” is published in American Journal of Sociology, volume 116(4): 1190-1233.
    [Show full text]
  • A Case for Reimagining School Leadership Development to Enhance Collective Efficacy
    A CASE FOR REIMAGINING SCHOOL LEADERSHIP DEVELOPMENT TO ENHANCE COLLECTIVE EFFICACY A background paper for the Menzies Foundation Kerry Elliott Hilary Hollingsworth The Australian Council for Educational Research Ltd © 2020 The Australian Council for Educational Research Ltd 19 Prospect Hill Road Camberwell VIC 3124 Phone: (03) 9277 5555 ABN 19 004 398 145 www.acer.org ISBN 978-1-74286-592-8 With the exception of any material protected by a trademark, and where otherwise noted, all material presented in this document is provided under a Creative Commons Attribution NonCommercial4.0 International Licence http://creativecommons.org/licenses/by-nc/4.0 Recommended attribution A case for reimagining school leadership development to enhance collective efficacy by Kerry Elliott & Hilary Hollingsworth. Published by the Australian Council for Educational Research for The Menzies Foundation. Creative Commons Attribution NonCommercial 4.0 licence. https://creativecommons.org/licenses/by-nc/4.0/ Available at: https://research.acer.edu.au/educational_leadership/5 Recommended citation Elliott, K., & Hollingsworth, H. (2020). A case for reimagining school leadership development to enhance collective efficacy. Camberwell, Australia: Australian Council for Educational Research. Contents Contents 1 List of figures 3 Acknowledgements 4 Executive summary 5 Building a pipeline of talented school leaders ................................................................................. 5 An innovative ‘Incubator’ model ....................................................................................................
    [Show full text]
  • Collective Efficacy and Intimate Partner \Violence
    Old Dominion University ODU Digital Commons Sociology & Criminal Justice Theses & Dissertations Sociology & Criminal Justice Winter 2011 Collective Efficacy and Intimatear P tner \Violence: Community Context Catherine B. Cowling Old Dominion University Follow this and additional works at: https://digitalcommons.odu.edu/sociology_criminaljustice_etds Part of the Community-Based Research Commons, Criminology Commons, Domestic and Intimate Partner Violence Commons, and the Public Policy Commons Recommended Citation Cowling, Catherine B.. "Collective Efficacy and Intimatear P tner \Violence: Community Context" (2011). Doctor of Philosophy (PhD), Dissertation, Sociology & Criminal Justice, Old Dominion University, DOI: 10.25777/3crb-9c66 https://digitalcommons.odu.edu/sociology_criminaljustice_etds/27 This Dissertation is brought to you for free and open access by the Sociology & Criminal Justice at ODU Digital Commons. It has been accepted for inclusion in Sociology & Criminal Justice Theses & Dissertations by an authorized administrator of ODU Digital Commons. For more information, please contact [email protected]. COLLECTIVE EFFICACY AND INTIMATE PARTNER VIOLENCE: COMMUNITY CONTEXT by Catherine B. Cowling B.S. May 1993, Campbell University M.Ed. May 1996, Campbell University J.D. May 1999, Campbell University A Dissertation Submitted to the Faculty of Old Dominion University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY CRIMINOLOGY AND CRIMINAL JUSTICE OLD DOMINION UNIVERSITY December 2011 by: Garland White (Director) Dianne Carmody (Member) Barbara Winstead (Member) ABSTRACT COLLECTIVE EFFICACY AND INTIMATE PARTNER VIOLENCE: COMMUNITY CONTEXT Catherine B. Cowling Old Dominion University, 2011 Director: Dr. Garland White Intimate partner violence is a very serious issue in the United States. In spite of improvements, there is still much work to be done.
    [Show full text]
  • Joshua Conard Hinkle
    JOSHUA CONARD HINKLE Georgia State University Department of Criminal Justice and Criminology P.O. Box 3992 Atlanta, GA 30302-3992 Phone: 404-413-1018 Fax: 404-413-1030 Email: [email protected] ACADEMIC APPOINTMENTS Associate Professor 2016-Present Georgia State University Department of Criminal Justice and Criminology Assistant Professor 2009-2016 Georgia State University Department of Criminal Justice and Criminology Editor in Chief 2019-Present Criminal Justice Review RESEARCH INTERESTS Police effectiveness, crime and place, collateral consequences of police tactics on targeted communities, evidence-based crime prevention, perceptions of disorder, fear of crime. EDUCATION Doctor of Philosophy Criminology and Criminal Justice July 2009 University of Maryland, College Park, MD Dissertation: Making sense of broken windows: The relationship between perceptions of disorder, fear of crime and collective efficacy Dr. David Weisburd, chair Master of Arts Criminology and Criminal Justice May 2005 University of Maryland, College Park, MD Master’s Thesis: The impact of disorder on fear of crime: A test of the first link of broken windows Dr. David Weisburd, chair Bachelor of Science Journalism (News-Editorial Sequence) May 2002 Minor in Sociology Magna Cum Laude West Virginia University, Morgantown, WV AWARDS AND HONORS 2015 Awarded the 2015 Springer American Journal of Criminal Justice Outstanding Article Award for “Emotional fear of crime vs. perceived safety and risk: Implications for measuring ‘fear’ and testing the broken windows thesis” (sole authored). GRANT EXPERIENCE Grants and Contracts/Stipends Funded: Principal Investigator January 2016-December 2016 The Impact of Police Strategies on Job Satisfaction (Student Co-P.I.: Chrystina Hoffman) Funded by the Georgia International Law Enforcement Exchange (GILEE) $8,000 Co-Principal Investigator December 2012-Present Race, place and discretion in the handling of drug-free zone charges (P.I.: Elizabeth Griffiths; Co-P.I.s: Kay Levine & Volkan Topalli) Funded by the National Science Foundation Proposal No.
    [Show full text]
  • Collective Efficacy and Social Cohesion in Miami-Dade County
    The author(s) shown below used Federal funds provided by the U.S. Department of Justice and prepared the following final report: Document Title: Neighborhoods and Crime: Collective Efficacy and Social Cohesion in Miami-Dade County Author(s): Craig D. Uchida, Marc L. Swatt, Shellie E. Solomon, Sean Varano Document No.: 245406 Date Received: March 2014 Award Number: 2009-IJ-CX-0039 This report has not been published by the U.S. Department of Justice. To provide better customer service, NCJRS has made this Federally- funded grant report available electronically. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Neighborhoods and Crime: Collective Efficacy and Social Cohesion in Miami-Dade County By Craig D. Uchida Marc L. Swatt Shellie E. Solomon Sean Varano With the assistance of: Christine Connor, Jonathan Mash, Corina Putt, W. Riley Waugh, and Robert Adams Final Report Submitted to the National Institute of Justice November 2013 This project was supported by Award No. 2009-IJ-CX-0039 awarded by the National Institute of Justice, Office of Justice Programs, U. S. Department of Justice and by funding from The Children’s Trust of Miami–Dade (Contract Number 864-234). The Trust is a dedicated source of revenue established by voter referendum to improve the lives of children and families in Miami- Dade County. The opinions, findings, and conclusions or recommendations expressed in this paper are those of the authors and do not necessarily reflect those of the Department of Justice or The Children's Trust.
    [Show full text]