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E-raamat: Research Methods in Criminal Justice and Criminology

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  • Formaat: 568 pages
  • Ilmumisaeg: 06-Feb-2018
  • Kirjastus: SAGE Publications Inc
  • Keel: eng
  • ISBN-13: 9781544317861
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Research Methods in Criminal Justice and CriminologySuurem pilt
  • Formaat: 568 pages
  • Ilmumisaeg: 06-Feb-2018
  • Kirjastus: SAGE Publications Inc
  • Keel: eng
  • ISBN-13: 9781544317861
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Research Methods in Criminal Justice and Criminology provides an interesting and energetic introduction to research methods that connects the concepts to real field research and practices. Guiding students through the process of research, this refreshing new text features a number of running cases woven throughout the book for a comprehensive understanding of the design and purpose of research. With contemporary examples, authors Callie Rennison and Timothy C. Hart introduce concepts as well as practical research strategies used in criminal justice to show how a research question can become a policy that changes criminal justice practices for the better. Using a distinct, student-driven approach, Research Methods in Criminal Justice and Criminology moves at a perfect pace for introductory students first discovering the ins and outs of research in criminology and criminal justice, focusing on the practical application of data collection and analysis in the field.

 

Arvustused

"This is a great text. It is comprehensive and easy to understand. The illustrations will enable students to learn and remember the information. This is the first research methods text I have read that is actually fun to read." -- Tina L. Freiburger "An excellent and well-organized introduction for students to the techniques, strategies, designs, and skills necessary to conduct criminal justice and criminological research for shaping public policy. Students will benefit immensely from the concepts and examples referenced throughout the book by being able to understand how research methods are applied to public safety initiatives. Students will obtain a fresh perspective on the value of the scientific method and how its being applied to investigate public safety phenomena. The chapters I reviewed for the Rennison textbook do an amazing and parsimonious job of explaining to both novices and experts that the narrative of crime research is a fundamental component in understanding how crime research has developed historically and how continues to evolve with the growth of technology, software, statistical techniques, big data, and cloud computing power." -- Sriram Chintakrindi "This text is easy to read and understand. The examples given provide all students with the understanding of how these concepts touch their lives each day."  -- Deborah Laufersweiler-Dwyer "A solid book that covers all the key issues that would need to be covered in any introductory research methods coursethis book uses a unique approach that will really engage students in a way most other books fail to do" -- Kevin M. Beaver "This book makes more use of contemporary research than other criminal justice research methods texts" -- Eileen Ahlin "This is an informative, reader-friendly, and practice-oriented text designed for lower-level undergraduate students who are new to research methodology. It is loaded with contemporary pedagogies to meet the needs of learners of various backgrounds." -- Qiang Xu

Preface xvii
Acknowledgments xxiii
About the Authors xxv
Part 1: Getting Started 1(28)
Chapter 1 Why Study Research Methods?
2(27)
Learning Objectives
2(1)
Introduction
2(1)
Why Are Research Methods Important?
3(7)
Knowledge and Ways of Knowing
3(6)
Information From Everyday Life
4(1)
College Student Victimization
4(2)
Violent Crime in the United States
6(3)
Other Sources of Knowledge
9(1)
Typical Stages of Research
10(11)
Developing a Research Question
10(1)
Research in Action: Postrelease Behavior: Does Supermax Confinement Work?
11(1)
Conducting a Literature Review
12(1)
Designing the Research
13(1)
Collecting Data
13(1)
Selecting an Analytic Approach
13(1)
Generating Findings, Conclusions, and Policy Implications
14(1)
Essential Role of Ethics in Research
14(1)
Unethical Research Examples
14(4)
Nazi Research on Concentration Camp Prisoners
14(1)
Tuskegee Syphilis Experiment
15(1)
Milgram's Obedience to Authority
15(2)
Stanford Prison Experiment
17(1)
Foundational Ethical Research Principles and Requirements
18(2)
Role of Institutional Review Boards (IRBs)
20(1)
Researcher Case Studies and a Road Map
21(4)
Featured Researchers
21(3)
Rachel Boba Santos, PhD
21(1)
Rod Brunson, PhD
22(1)
Carlos Cuevas, PhD
22(1)
Mary Dodge, PhD
23(1)
Chris Melde, PhD
24(1)
Heather Zaykowski, PhD
24(1)
Road Map to the Book
24(1)
Chapter Wrap-Up
25(1)
Applied Assignments
26(1)
Key Words and Concepts
27(1)
Key Points
27(1)
Review Questions
27(1)
Critical Thinking Questions
28(1)
Part 2: Setting The Stage For Your Research 29(70)
Chapter 2 Identifying a Topic, a Purpose, and a Research Question
30(32)
Learning Objectives
30(1)
Introduction
30(2)
Wheel of Science
30(2)
Why Identify a Topic, a Purpose, and a Research Question?
32(1)
How to Identify a Research Topic
32(8)
Published Research
32(2)
Data
34(1)
Theory
35(1)
Requests for Proposals (RFPs)
36(1)
Personal Experiences
36(3)
Reading
37(1)
Research in Action: Mental Illness and Revictimization: A Comparison of Black and White Men
38(1)
Viewing
39(1)
Listening
39(1)
Working on Research Projects With Professors
39(1)
Internet
40(1)
How to Identify the Purpose/Goal of Research
40(3)
Exploratory Research
40(1)
Descriptive Research
41(1)
Explanatory Research
41(1)
Evaluation Research
41(2)
Gathering More Information and Refining the Topic
43(1)
How to Construct the Research Question
43(12)
Why Have a Research Question?
44(1)
Evaluating the Research Question to Avoid Common Pitfalls
44(2)
Research Questions From Our Case Studies
46(1)
Common Pitfalls When Developing Topics, Purposes, and Research Questions
47(1)
Ethical Considerations When Developing Your Topic, Purpose, and Research Question
48(1)
The Contemporary Role of IRB
49(1)
Vulnerable Populations
50(4)
Pregnant Women, Human Fetuses, and Neonates
51(1)
Prisoners
51(1)
Children
52(1)
Potentially Vulnerable Populations
53(1)
Exempt, Expedited, or Full Panel Review at the IRB
54(1)
Training in Protecting Human Subjects
54(1)
IRB Expert-Sharon Devine, JD, PhD
55(1)
Chapter Wrap-Up
56(2)
Applied Assignments
58(1)
Key Words and Concepts
59(1)
Key Points
59(1)
Review Questions
60(1)
Critical Thinking Questions
60(2)
Chapter 3 Conducting a Literature Review
62(37)
Learning Objectives
62(1)
Introduction
62(1)
Why Conduct a Literature Review?
63(1)
A Road Map: How to Conduct a Literature Review
63(1)
About Sources
64(6)
What Are the Best Sources?
64(3)
Empirical Peer-Reviewed Journal Articles
65(1)
Theoretical Journal Articles
66(1)
Literature Review Journal Articles
66(1)
Government Research and Reports and Policy Briefs
66(1)
Avoiding Predatory Publishers and Predatory Journals
67(1)
Inappropriate Sources
68(1)
Research in Action: Police Impersonation in the United States
69(1)
Finding Primary or Original Sources
70(8)
Develop Search Terms
70(1)
Search Using Boolean Operators and Filters
71(2)
Identify Initial Primary Sources
73(1)
Read Abstracts to Narrow the List of Sources
74(4)
The Anatomy of an Empirical Research Article
74(4)
Writing the Literature Review
78(13)
Summarize Each Original Source
78(3)
Someone Has Already Focused on My Topic!
81(1)
Create a Summary Table
81(2)
Preparing for the First Rough Draft
83(4)
Organizational Approaches
83(2)
A Writing Strategy: MEAL
85(2)
Write the First Draft
87(1)
Edit, Proof, and Polish
87(1)
Common Pitfalls of Literature Reviews
87(1)
Not Allowing Enough Time
87(1)
Failing to Focus on Themes
88(1)
Lack of Organization and Structure
88(1)
Quoting Problems
88(1)
Miscellaneous Common Errors
88(1)
Failure to Justify the Need for the Proposed Research
89(1)
Ethics and the Literature Review
89(1)
Plagiarism
89(1)
Accurate Portrayal of Existing Research
90(1)
Literature Review Expert-Sean McCandless, PhD
91(1)
Chapter Wrap-Up
92(3)
Applied Assignments
95(1)
Key Words and Concepts
95(1)
Key Points
96(1)
Review Questions
96(1)
Critical Thinking Questions
97(2)
Part 3: Designing Your Research 99(74)
Chapter 4 Concepts, Conceptualizations, Operationalizations, Measurements, Variables, and Data
100(36)
Learning Objectives
100(1)
Introduction
100(2)
Two Primary Types of Data: Quantitative and Qualitative
100(2)
Why Focus on Concepts, Conceptualizations, Operationalizations, Measurements, Variables, and Data?
102(1)
What Are Concepts?
103(2)
Examples of Concepts
103(2)
What Is Conceptualization?
105(2)
Example: Conceptualizing College Student
106(1)
What Is Operationalization?
107(1)
Research in Action: Victim Impact Statements, Victim Worth, and Juror Decision Making
108(1)
What Are Variables?
109(6)
Revisiting Research Questions With a Focus on Variation
109(2)
Type of Variables: Dependent, Independent, and Control Variables
111(4)
Dependent Variables
111(1)
Independent Variables
112(1)
Control Variables
113(2)
Memorizing IVs, DVs, or CVs-It Doesn't Work
115(1)
What Are Measures?
115(3)
Example: Measuring College Student
115(2)
How Many Measures?
117(1)
What Are Data?
118(7)
Attributes
118(5)
Mutual Exclusiveness and Exhaustiveness
120(1)
Levels of Measurement
121(2)
Collect Data at the Highest Level of Measurement Possible
123(1)
Discrete and Continuous Variables
123(1)
The Role of Validity
123(1)
Face Validity
123(1)
Content Validity
124(1)
Criterion Validity
124(1)
The Role of Reliability
124(1)
Reliability and Validity-Don't Necessarily Exist Together
125(1)
Overview of the Road From Concepts to Variables
125(1)
Common Pitfalls in Concepts, Conceptualizations, Operationalizations, Measurements, Variables, and Data in Research Design
126(1)
Ethics Associated With Concepts, Conceptualizations, Operationalizations, Measurements, Variables, and Data
127(1)
Concepts, Conceptualizations, Operationalizations, Measurements, Variables, and Data Expert-Brenidy Rice
128(2)
Chapter Wrap-Up
130(1)
Applied Assignments
131(2)
Key Words and Concepts
133(1)
Key Points
133(1)
Review Questions
134(1)
Critical Thinking Questions
134(2)
Chapter 5 Sampling
136(37)
Learning Objectives
136(1)
Introduction
136(1)
Why Is Sampling Important?
136(2)
What Is Sampling?
138(1)
Populations and Samples
139(1)
Census or a Sample?
139(4)
Census Advantages and Disadvantages
140(1)
Sample Advantages and Disadvantages
140(3)
Sampling Error
141(1)
Bias
142(1)
Unit of Analysis
143(3)
Individual
143(1)
Research in Action: Low Self-Control and Desire for Control: Motivations for Offending?
144(1)
Groups or Organizations
145(1)
Geographic Regions
145(1)
Social Artifacts and Interactions
145(1)
Unit of Analysis Versus Unit of Observation
146(1)
Ecological Fallacy
146(1)
Individualist Fallacy
147(1)
Choosing a Sampling Approach
147(10)
Probability Sampling
148(6)
Simple Random Sampling
149(1)
Systematic Sampling
150(1)
Stratified Sampling
151(1)
Cluster Sampling
151(2)
Multistage Sampling
153(1)
Nonprobability Sampling
154(3)
Convenience, Accidental, Availability, or Haphazard Sampling
154(1)
Quota Sampling
155(1)
Purposive or Judgmental Sampling
156(1)
Snowball Sampling
157(1)
How Large Should My Sample Be?
157(8)
Purpose of the Research
157(5)
Type of Research
162(1)
Nature of the Population
163(1)
Resources Available
163(1)
Common Pitfalls Related to Sampling
163(1)
Ecological and Individualist Fallacies
164(1)
Generalizing Findings That Are Not Generalizable
164(1)
Ethics Associated With Sampling
164(1)
Sampling Expert-Sam Gallaher, PhD
165(1)
Chapter Wrap-Up
166(1)
Applied Assignments
167(4)
Key Words and Concepts
171(1)
Key Points
171(1)
Review Questions
171(1)
Critical Thinking Questions
172(1)
Part 4: Collecting Your Data 173(204)
Chapter 6 Research Using Qualitative Data
174(34)
Learning Objectives
174(1)
Introduction
174(1)
Why Conduct Research Using Qualitative Data?
175(3)
What Is Research Using Qualitative Data?
178(3)
Stages of Research Using Qualitative Data
179(1)
Benefits and Limitations of Research Using Qualitative Data
180(1)
Considerations: Research Using Qualitative Data
181(3)
Inductive Reasoning
182(1)
Sampling Considerations
182(1)
Sample Size
183(1)
Approaches Used to Gather Qualitative Data
184(11)
Interviews
187(3)
Individual Interviewing
188(1)
Focus Groups
189(1)
Observation and Fieldwork
190(1)
Research in Action: Public Health Problem or Moral Failing? That Might Depend on the Offender
191(1)
Complete Participant
192(1)
Participant as Observer
192(1)
Observer as Participant
193(1)
Complete Observer
193(1)
Documents
193(3)
Content Analysis
194(1)
Recording Qualitative Data
195(1)
Organizing and Analyzing Qualitative Data
196(5)
Examples of Qualitatively Derived Themes: Brunson and Weitzer's (2009) Research
198(1)
Computer-Assisted Qualitative Data Analysis (CAQDAS)
199(1)
Advantages and Disadvantages of CAQDAS
199(1)
Common Pitfalls in Research Using Qualitative Data
200(1)
Loss of Objectivity-Going Native
200(1)
Ethics Associated With Research Using Qualitative Data
200(1)
Qualitative Data Research Expert-Carol Peeples
201(1)
Chapter Wrap-Up
202(2)
Applied Assignments
204(1)
Key Words and Concepts
205(1)
Key Points
205(1)
Review Questions
206(1)
Critical Thinking Questions
207(1)
Chapter 7 Survey Research
208(35)
Learning Objectives
208(1)
Introduction
208(1)
Why Conduct Survey Research?
209(1)
What Are Surveys?
209(1)
General Steps in Survey Research
210(1)
Surveys Across Research Purposes
211(3)
Surveys and Exploratory Research
211(1)
Surveys and Descriptive Research
211(1)
Surveys and Explanatory Research
212(1)
Surveys and Evaluation Research
213(1)
How Are Surveys Distributed?
214(8)
Mail/Written Surveys (Postal Surveys)
214(2)
Advantages
214(1)
Disadvantages
215(1)
Online and Mobile Surveys
216(2)
Advantages
217(1)
Disadvantages
218(1)
Telephone Surveys
218(3)
Advantages
220(1)
Disadvantages
220(1)
Face-to-Face (In-Person) Interviews
221(1)
Advantages
221(1)
Disadvantages
221(1)
Designing Your Own Survey
222(8)
Survey Questions
222(5)
Design and Layout
227(1)
Research in Action: Understanding Confidence in the Police
228(1)
Pretesting of Survey Instruments
229(1)
Survey Administration
230(2)
Notification Letters
230(1)
Fielding the Survey
231(1)
Follow-Up to Nonresponders
231(1)
Survey Processing and Data Entry
231(1)
Easy-to-Use Survey Software
232(5)
SurveyMonkey
233(1)
Qualtrics
233(2)
LimeSurvey
235(1)
Common Pitfalls in Survey Research
236(1)
Ethical Considerations in Survey Research
236(1)
Surveying Expert-Bridget Kelly, MA
237(1)
Chapter Wrap-Up
238(2)
Applied Assignments
240(1)
Key Words and Concepts
240(1)
Key Points
241(1)
Review Questions
241(1)
Critical Thinking Questions
242(1)
Chapter 8 Experimental Research
243(33)
Learning Objectives
243(1)
Introduction
243(1)
Why Conduct Experimental Research?
244(4)
What Is Causation?
244(1)
Association Is Not Causation
245(3)
What Is Experimental Research?
248(1)
True Experiments
248(8)
Experimental and Control Group
249(1)
Random Assignment
250(2)
Matching in True Experiments
250(2)
Researcher Manipulation of Treatment
252(1)
True Experimental Designs
252(4)
Two-Group Posttest-Only Design
253(1)
Two-Group Pretest-Treatment-Posttest Design
254(1)
Solomon Four Group Design
255(1)
Validity
256(6)
Internal Validity Threats
257(3)
Experimental Mortality
257(1)
History
257(1)
Instrumentation
258(1)
Maturation
258(1)
Selection Bias
259(1)
Statistical Regression
259(1)
Testing
259(1)
External Validity Threats
260(3)
Interaction of Selection Biases and Experimental Variables
260(1)
Interaction of Experimental Arrangements and Experimental Variables
260(1)
Research in Action: Acupuncture and Drug Treatment: An Experiment of Effectiveness
261(1)
Interaction of Testing and Experimental Variables
262(1)
Reactivity Threats
262(1)
Reliability
262(1)
Beyond True Experiments
263(1)
Pre-Experimental Research
263(2)
One-Shot Case Design
264(1)
One-Group Pretest-Posttest Design
264(1)
Static-Group Comparisons
265(1)
Quasi-Experimental Research
265(1)
Nonequivalent Groups Design
265(1)
Before-and-After Design
266(1)
Natural Experiments
266(1)
Common Pitfalls in Experimental Research
267(1)
Ethics and Experimental Research
268(1)
Experimental Research Expert-Chris Keating, PhD
269(1)
Chapter Wrap-Up
270(2)
Applied Assignments
272(1)
Key Words and Concepts
273(1)
Key Points
274(1)
Review Questions
274(1)
Critical Thinking Questions
274(2)
Chapter 9 Research Using Secondary Data
276(36)
Learning Objectives
276(1)
Introduction
276(1)
Why Conduct Research Using Secondary Data?
277(1)
What Are Secondary Data?
278(2)
Frequently Used Secondary Data
280(16)
ICPSR
280(3)
Federal Statistical System (FedStats)
283(1)
U.S. Department of Justice
284(6)
Federal Bureau of Investigation (FBI)
284(1)
Research in Action: Do Offenders "Forage" for Targets to Victimize?
287(1)
Bureau of Justice Statistics (BJS)
288(2)
U.S. Department of Commerce
290(1)
Census Bureau
290(1)
Geospatial Data
291(2)
Center for Disease Control and Prevention
293(1)
State Statistical Agencies
294(1)
Local Statistical Agencies
295(1)
Disadvantages of Using Secondary Data
296(2)
Reporting Findings From Secondary Data Analysis
298(2)
Common Pitfalls in Secondary Data Analysis
300(1)
Ethics Associated With Secondary Data Analysis
301(1)
Secondary Data Expert-Jenna Truman, PhD
302(3)
Chapter Wrap-Up
305(3)
Applied Assignments
308(1)
Key Words and Concepts
309(1)
Key Points
309(1)
Review Questions
310(1)
Critical Thinking Questions
310(2)
Chapter 10 GIS and Crime Mapping
312(33)
Learning Objectives
312(1)
Introduction
312(1)
Why Conduct Research Using GIS and Crime Mapping Techniques?
313(1)
What Is GIS?
314(6)
Data
315(2)
Technology
317(2)
Application
319(1)
People
319(1)
What Is Crime Mapping and Analysis?
320(3)
Administrative Crime Analysis
320(1)
Tactical Crime Analysis
321(1)
Strategic Crime Analysis
322(1)
Crime Analysis in Academic Research
323(12)
Crime Hot Spot Mapping
324(1)
Predictive Policing
325(2)
Risk Terrain Modeling
327(2)
Aoristic Analysis
329(3)
Repeat Victimization and Near Repeats
332(2)
Research in Action: Using Risk Terrain Modeling to Predict Child Maltreatment
334(1)
Geographic Profiling
335(1)
Reporting Findings From GIS and Crime Mapping Studies
335(1)
Common Pitfalls in GIS and Crime Mapping Analysis
336(1)
Geocoding
337(1)
Modifiable Areal Unit Problem (MAUP)
337(1)
Ethical Considerations in GIS and Crime Mapping Research
338(1)
GIS and Crime Mapping Expert-Henri Buccine-Schraeder, MA
339(1)
Chapter Wrap-Up
340(1)
Applied Assignments
341(1)
Key Words and Concepts
342(1)
Key Points
342(1)
Review Questions
343(1)
Critical Thinking Questions
343(2)
Chapter 11 Evaluation Research
345(32)
Learning Objectives
345(1)
Introduction
345(1)
Why Use Evaluation Research?
346(1)
What Is Evaluation Research?
347(4)
Guiding Principles of Evaluation Research
348(1)
Seven Steps of Evaluation Research
348(2)
The Policy Process and Evaluation Research
350(1)
Types of Evaluation Research
351(5)
Formative Evaluation
351(4)
Needs Assessment
352(1)
Process Evaluation
353(2)
Summative Evaluation
355(1)
Outcome Evaluation
355(1)
Impact Evaluation
356(1)
Distinctive Purposes of Evaluation and Basic Research
356(4)
Knowledge for Decision Making
356(2)
Origination of Research Questions
358(1)
Comparative and Judgmental Nature
359(1)
Working With Stakeholders
359(1)
Challenging Environment
359(1)
Findings and Dissemination
360(1)
Characteristics of Effective Evaluations
360(8)
Utility
361(1)
Feasibility
361(1)
Propriety
362(1)
Accuracy
362(1)
Research in Action: Evaluating Faculty Teaching
363(1)
Common Pitfalls in Evaluation Research
364(1)
Evaluations as an Afterthought
365(1)
Political Context
365(1)
Trust
366(1)
Overselling Your Skills as an Evaluator
366(1)
Ethics Associated With Evaluation Research
366(1)
Failure to Be Nimble
367(1)
Confidentiality
367(1)
Politics
368(1)
Losing Objectivity and Failure to Pull the Plug
368(1)
Evaluation Research Expert-Michael Shively, PhD
368(2)
Chapter Wrap-Up
370(2)
Applied Assignments
372(1)
Key Words and Concepts
372(1)
Key Points
373(1)
Review Questions
374(1)
Critical Thinking Questions
374(3)
Part 5: Analysis, Findings, And Where To Go From There 377
Chapter 12 Analysis and Findings
378(42)
Learning Objectives
378(1)
Introduction
378(1)
Why Analysis?
379(1)
How Should Data Be Analyzed?
379(1)
Analysis of Quantitative Data
380(10)
Describing Your Data
380(1)
Distributions
381(1)
Measures of Central Tendency
381(3)
Mean
381(1)
Median
382(1)
Mode
383(1)
Measures of Dispersion
384(3)
Range
384(1)
Interquartile Range
384(1)
Variance
385(1)
Standard Deviation
385(2)
Beyond Descriptives
387(5)
Associations
387(3)
Differences
390(1)
Qualitative Data Analysis
390(2)
Data Analysis Software
392(8)
Software Applications Used in Quantitative Research
392(3)
Excel
392(1)
SPSS
393(2)
Other Commercial Packages
395(1)
Software Applications Used in Qualitative Research
395(5)
QDA Miner
396(1)
Research in Action: Reducing Bullying in Schools
397(1)
NVivo
398(1)
ATLAS.ti
398(1)
HyperRESEARCH
399(1)
Alternative Analytic Approaches
400(6)
Conjunctive Analysis of Case Configurations (CACC)
400(3)
SPSS
401(1)
STATA
402(1)
SAS
402(1)
R
402(1)
Geostatistical Approaches
403(1)
Introduction to Spatial Statistics
403(1)
Spatial Description
403(3)
Mean Center
403(1)
Standard Distance
404(1)
Convex Hull
404(1)
Spatial Dependency and Autocorrelation
404(1)
Spatial Interpolation and Regression
405(1)
Reporting Findings From Your Research
406(6)
Tables
407(1)
Figures
408(1)
Common Pitfalls in Data Analysis and Developing Findings
409(2)
Ethics Associated With Analyzing Your Data and Developing Your Findings
411(1)
Analysis and Findings Expert-Sue Burton
412(1)
Chapter Wrap-Up
413(3)
Applied Assignments
416(1)
Key Words and Concepts
416(1)
Key Points
417(1)
Review Questions
417(1)
Critical Thinking Questions
418(2)
Chapter 13 Making Your Research Relevant
420(29)
Learning Objectives
420(1)
Introduction
420(1)
Why Conduct Policy-Relevant Research?
421(1)
What Is Policy-Relevant Research?
422(1)
What Is Policy?
422(2)
Who Are Policy Makers?
424(1)
The Policy Process
425(3)
Problem Identification/Agenda Setting
426(1)
Policy Formulation
427(1)
Policy Adoption
427(1)
Policy Implementation
428(1)
Policy Evaluation
428(1)
Challenges of Getting Research to Policy Makers
428(7)
Relationship and Communication Barriers
429(1)
Nonaccessible Presentation of Research
430(1)
Competing Sources of Influence
431(4)
Media
431(1)
Fear
431(1)
Advocacy and Interest Groups
432(1)
Ideology
433(1)
Budget Constraints
433(1)
Research in Action: Type of Attorney and Bail Decisions
434(1)
Maximizing Chances of Producing Policy-Relevant Research
435(4)
Plan to Be Policy Relevant From the Start
435(1)
Relationship
435(1)
Translating Your Research
436(1)
Common Pitfalls in Producing Policy-Relevant Research
436(1)
Producing Research That Is Not Policy Relevant
436(1)
Failing to Recognize How Your Research Is Relevant
437(1)
Failure to Know Relevant Policy Makers
437(1)
Going Beyond Your Data and Findings
438(1)
Ethics and Conducting Policy Relevant Research
438(1)
Policy Expert-Katie TePas
439(1)
Chapter Wrap-Up
440(1)
Making a Policy Brief
441(5)
Applied Assignments
446(1)
Key Words and Concepts
446(1)
Key Points
447(1)
Review Questions
447(1)
Critical Thinking Questions
448(1)
Chapter 14 Research Methods as a Career
449
Learning Objectives
449(1)
Introduction
449(1)
Why Research Methods as a Career?
449(1)
Where Do I Get Started?
450(2)
Career Search Documents
452(9)
Cover Letters
452(1)
What Makes a Great Resume?
453(1)
Resumes
454(3)
Research in Action: Unexpected Career Choices for Criminal Justice Graduates
457(1)
Sample Resume
458(1)
Letters of Recommendation
458(3)
Public-Versus Private-Sector Jobs
461(5)
Working in the Public Sector
461(1)
USAJOBS
461(2)
Applying to State and Local Positions
463(1)
Working in the Private Sector
464(2)
Where to Look for a Career
466(5)
Online Job Searches
467(1)
Social Media
468(1)
Facebook
468(1)
LinkedIn
469(1)
Twitter
470(1)
Top Twitter Job Search Hashtags
471(1)
Internships
471(1)
Tips on Turning an Internship Into a Full-time Job
471(1)
Interviewing Well
471(5)
Before the Interview
471(1)
Preparing Questions by (and for) the Interviewer
472(1)
During the Interview
472(1)
Asking the Right Questions
473(1)
Your Professional Portfolio
473(1)
After the Interview
474(1)
Professional Interviewing Tips
474(1)
Pitfalls and Career Searches
475(1)
Ethics and Career Searches
475(1)
Research Methods as a Career Expert-Nora Scanlon, MA
476(3)
Chapter Wrap-Up
479(1)
Applied Assignments
480(1)
Key Words and Concepts
480(1)
Key Points
481(1)
Review Questions
481(1)
Critical Thinking Questions
481
Appendix A-1
Glossary G-1
References R-1
Index I-1
Callie Marie Rennison is the Director of Equity, and Title IX Coordinator at the University of Colorado Denver | Anschutz Medical Campus. In addition, she is a full professor, and former Associate Dean of Faculty Affairs in the School of Public Affairs, University of Colorado Denver. She earned a PhD in 1997 in political science from the University of Houston, University Park. Her areas of research interest include investigating the nature, extent, and consequences of violent victimization, with an emphasis on research methodology, quantitative analysis, and measurement. Much of this research focuses on violence against women, violence against minority groups such as African Americans and Hispanics, crime data, and victim interaction with the criminal justice system. Callie recently served on a National Academies committee examining domestic sex trafficking of minors in the United States. Her research has appeared in numerous journals, including the Journal of Quantitative Criminology, Justice Quarterly, Violence and Victims, and Violence Against Women. Callie has taught a variety of graduate and undergraduate courses, including statistics, research methods, murder in America, crime and the media, and introduction to criminal justice.

Callie was awarded the School of Public Affairs Research and Creative Activities Award in 2013, the Teaching Award in 2011, and the Service Award in 2015. In 2016, she was awarded the American Society of Criminologys Bonnie S. Fisher Victimology Career Award to recognize significant contributions in the area of Victimology over her lifetime.

Timothy C. Hart is an Associate Professor of Criminology and Criminal Justice at the University of Tampa. Tim earned his PhD in criminology and criminal justice from the University of South Florida; and in 1997, he was awarded a Presidential Management Fellowship with the Bureau of Justice Statistics at the US Department of Justice. He has also served as a program analyst for the Drug Enforcement Administration (DEA) and as a research analyst for the Hillsborough County (Florida) Sheriffs Office. Tim is also the former Statistical Analysis Centre (SAC) director for the state of Nevada. His areas of interest include survey research, applied statistics, geographic information systems (GIS), and victimization. His scholarship appears in various academic journals, including the Journal of Quantitative Criminology, the Journal of Research in Crime and Delinquency, Criminal Justice and Behavior, and the British Journal of Criminology. He has also been awarded numerous research grants, including studies funded by the Queensland Police Service, Australian Institute of Criminology, the National Institute of Justice, and the Bureau of Justice Statistics. In 2021, he received the Excellence in Scholarship and Research award from the University of Tampas College of Social Sciences, Mathematics, and Education.
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