Making Sense out of Nonsense: The Deconstruction of State-Level Sex Offender Residence Restrictions

2008 ◽  
Vol 33 (2) ◽  
pp. 209-222 ◽  
Author(s):  
Michelle L. Meloy ◽  
Susan L. Miller ◽  
Kristin M. Curtis
Keyword(s):  
Sex Offender ◽  
State Level ◽  
Making Sense ◽  
Residence Restrictions

Public perceptions of sex crimes and sex offenders

2017 ◽  
Author(s):  
Mark C. Stafford ◽  
Donna M. Vandiver
Keyword(s):  
Sexual Abuse ◽  
Sex Offenders ◽  
Sex Offender ◽  
Rape Myths ◽  
Public Perceptions ◽  
Special Focus ◽  
Sex Crimes ◽  
Sexual Assaults ◽  
Residence Restrictions ◽  
Laws And Policies

Sex crimes and sex offenders generate considerable public fear and worry, yet many public perceptions about sex offenders are inaccurate. Links between fear of sex crimes, especially rape, and fear of other types of crime are considered. The essay reviews research on public perceptions of sex offender laws and policies, including registration laws, notification laws, residence restrictions, punishment and treatment of sex offenders, and civil commitment. Discussion focuses on the perceptions of criminal justice officials, lawmakers, sexual abuse professionals, and survivors of sexual assaults. Inaccuracies in public perceptions of sex crimes and sex offenders are explored, with a special focus on rape myths. Despite the inaccuracy of many public perceptions of sex crimes and sex offenders, what cannot be overlooked is the harm that sex offenders actually cause.

Identifying the Sources of Community Corrections Professionals’ Attitudes About Sex Offender Residence Restrictions

2013 ◽  
Vol 62 (2) ◽  
pp. 143-168 ◽  
Author(s):  
Brian K. Payne ◽  
Richard Tewksbury ◽  
Elizabeth Erhardt Mustaine
Keyword(s):  
Sex Offender ◽  
Community Corrections ◽  
Residence Restrictions

scholarly journals Making Sense, Making Do: Local District Implementation of a New State Induction Policy

2016 ◽  
Vol 11 (7) ◽  
Author(s):  
Chad D. Ellis
Keyword(s):  
Local Level ◽  
State Level ◽  
The State ◽  
School Level ◽  
Local School ◽  
Factors Affecting ◽  
Making Sense ◽  
Improve Student Achievement ◽  
State And Local ◽  
District Implementation

Connecticut’s Teacher Education and Mentoring (TEAM) program is in its early stages of implementation. This study examined how local school districts implemented TEAM and identified factors that affected implementation. It was based on interviews with twenty-two participants at the state, district, and local school levels. The intentions of the program designers at the state level were compared to district and school level understanding of the program’s intentions and how those understandings influenced implementation. Additionally, factors affecting local understanding and implementation of the new program were described. The findings of this study suggest that there was close alignment of understanding between the state and local implementers on the key provisions of the program related to its role as a professional development tool. The data reveal tacit rather than explicit understanding at the local level of the program’s intention to improve student achievement. Variations in understanding can be attributed to other factors including contextual, structural, cognitive, and affective elements.

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