Curriculum materials for Law Enforcement

Curriculum materials specific to the discipline of law enforcement vary with the subject matter. For example, in-service training in emergency management consisted of self-study distance learning and test taking that was conducted virtually entirely via Internet. This included a series of standardized forms that are used in emergency situations, and first responders are expected to be completely familiar with how they are to be used. Hands-on emergency training, such as first aid training, involves use of bandages and tapes, as well as films, slide shows, and CD training for self-study. Police training, as one might expect, uses accessories that people are familiar with from TV: flashlights, badges, holsters, handcuffs, batons, and weapons. It should be noted that possessing the items is not the same as knowing how to use them. There is, for example, a right and many wrong ways to use a baton; in-person instruction, plus a host of audiovisual aids, also come into play. Training in use of computers, weapons, and vehicles involves separate exercises; specialized in-depth training is necessary for those who enter specialized areas of service. Curriculum changes have been made in response to legal mandates regarding arrest and control pr

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ccess to his own computer, if computer-based instruction is being used. A failure of technology savvy, in this period of history, is a failure of educational savvy. Chapter 10 1. Consider the curriculum materials you use in your own classroom (or have used as a student in a course). What factors identified in the text (pp. 226-228) had an influence on the quality of the curriculum? Explain. Instructor expertise with curriculum materials in law enforcement is essential, since not being proficient in the use of weapons can have disastrous consequences. However, there is an element beyond technical competence that the law-enforcement instructor must possess, and that is ease with the materials of instruction. Even the most raw of recruits can tell when an instructor is out of his educational depth. Hesitant, hedging answers in a police academy setting are unacceptable, and instructors who might be on temporary assignment or who may be substituting for a colleague would usually rather pass than face the contempt of recruits for whom they cannot perform at peak. If they do not have confidence with their own materials proficiency, how can they get the confidence of their students? Traditionally, the public funding of police trainin
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