Community Courts & Race: An Examination of Community Court Judges, Staff, and Racial Dynamics

2020 ◽  
pp. 215336872094810
Author(s):  
Tyrell A. Connor
Keyword(s):  
Problem Solving ◽  
Racial Disparities ◽  
Structured Interviews ◽  
Community Court ◽  
Problem Solving Courts ◽  
Racial Dynamics ◽  
Therapeutic Rapport ◽  
Community Courts

Current research has found racial disparities in outcomes of problem-solving courts throughout the country. However, most of the research has not explored the causes of these racial disparities. This research qualitatively explores two prominent community courts in the northeast. Themes emerge about courtroom racial dynamics through courtroom observations and semi-structured interviews. The findings indicate that the racial makeup of the staff and judges play a role in maintaining a therapeutic rapport with non-white participants. Suggestions on how problem-solving courts can potentially improve racial dynamics are discussed.

Other Specialty Courts

2019 ◽  
pp. 113-133
Author(s):  
David DeMatteo ◽  
Kirk Heilbrun ◽  
Alice Thornewill ◽  
Shelby Arnold
Keyword(s):  
United States ◽  
Domestic Violence ◽  
Problem Solving ◽  
The United States ◽  
Drug Courts ◽  
Political Climate ◽  
Problem Solving Courts ◽  
Specialty Courts ◽  
Treatment Courts ◽  
Community Courts

The development and success of drug courts resulted in the development of many other types of problem-solving courts. This chapter provides an overview of these other types of problem-solving courts in the United States, including (but not limited to) domestic violence courts, family dependency treatment courts, homelessness courts, truancy courts, veterans courts, DUI/DWI courts, and community courts. This chapter summarizes the sparse research that has been conducted on these courts and considers the future of these types of problem-solving courts. Specifically, this chapter considers whether there is a need for so many highly specific problem-solving courts, how these courts can expand their reach (and whether they should), aspects of these courts that are in need of additional research, and how these courts can function most effectively in today’s economic and political climate.

scholarly journals Teaching digital models: secondary technology teachers’ experiences

2021 ◽  
Author(s):  
Helen Brink ◽  
Nina Kilbrink ◽  
Niklas Gericke
Keyword(s):  
Problem Solving ◽  
Empirical Data ◽  
Digital Tools ◽  
Digital Models ◽  
Structured Interviews ◽  
Digital Competence ◽  
Technology Teachers ◽  
Teachers Experiences ◽  
Digital Modelling ◽  
Single Idea

AbstractIn secondary technology education, models of artifacts, systems and processes, visualized and simulated through digital tools (digital models) are a relatively new element. Technology teachers teach digital models to meet syllabus criteria of digital competence, applicable to for instance problem solving and documentation using digital tools. However, there is a lack of knowledge concerning how teachers use digital models in their teaching, what their intentions are, and what content they choose. It is known, though, that teachers’ experiences influence the teaching. Therefore, the aim of this study is to investigate teachers’ experiences of teaching digital models in compulsory school, to contribute to more knowledge of teaching in this area. This study takes a phenomenological lifeworld approach, and 12 semi-structured interviews with lower secondary technology teachers form the empirical data. The data were analyzed thematically and the results are four themes of experiencing the teaching of digital models, indicating that technology teachers teach with different aims and purposes; Enhancing and integrating other subjects, Visualizing technology to the pupils, Enabling digital modelling, and Preparing pupils for the future. Further, the results also indicate that the content and methods of teaching differ and that teachers did not experience digital models as one single idea but as an amalgam of multiple ideas. These findings can be used as a basis for further research and development of teaching concerning digital models.

scholarly journals Students’ Perceptions of Life Skill Development in Project-Based Learning Schools

2016 ◽  
Vol 2 (1) ◽  
pp. 91 ◽  
Author(s):  
Kimberly Meyer ◽  
Scott Wurdinger
Keyword(s):  
Problem Solving ◽  
Time Management ◽  
Life Skills ◽  
Skill Development ◽  
Positive Influence ◽  
Project Based Learning ◽  
Life Skill ◽  
Structured Interviews ◽  
Life Skill Development ◽  
Learning Schools

<p>This research aimed to examine students’ perceptions of their life skills while attending project-based learning (PBL) schools. The study focused on three questions including: 1) What are students’ perceptions of their development of life skills in project-based learning schools? 2) In what ways, if any, do students perceive an increase in their life skill development over a one-year period of time? 3) What relationship, if any, is there between grade level and students’ perceptions of their life skills? The subjects were 275 6-12 students from two project-based learning charter schools in Minnesota. One school was located in a rural location; the other in an urban location. The triangulating data collection methods included a Likert-scale survey, semi-structured interviews, and focus groups. Quantitative analysis using SPSS were used to analyze the survey data. Qualitative analysis methods used were coding and identification of emergent themes. Qualitative results showed perceptions of most improved skills as time management, collaboration, communication, and self-directedness. Quantitative data results showed most improved skills within an academic year as responsibility, problem-solving, self-directedness, and work ethic. Self-directedness was the single skill that was evident in all data results. The results showed students’ perceptions of their life skills were positive and that project-based learning helped them develop multiple life skills including, but not limited to communication, collaboration, problem-solving, responsibility, and time management. Implications of this research suggest that project-based learning has a positive influence on students’ life skills development across 6-12 grade levels and helps prepare them to be successful in the 21<sup>st</sup> century global community and economy.</p>

Problem-Solving Courts

2014 ◽  
pp. 4000-4010 ◽  
Author(s):  
David B. Rottman ◽  
Jordan Bowman
Keyword(s):  
Problem Solving ◽  
Problem Solving Courts

scholarly journals Students’ Cognitive Barrier in Problem Solving: Picture-based Problem-solving

2020 ◽  
Vol 11 (1) ◽  
pp. 73-82
Author(s):  
A.Wilda Indra Nanna ◽  
Enditiyas Pratiwi
Keyword(s):  
Problem Solving ◽  
Primary Education ◽  
Qualitative Method ◽  
Thought Processes ◽  
Structured Interviews ◽  
Mathematical Objects ◽  
New Findings ◽  
Mathematical Problems ◽  
Ways Of Thinking ◽  
Descriptive Qualitative

Pre-service teachers in primary education often have difficulty in solving mathematical problems, specifically fractions that are presented with a picture. In solving problems, some thought processes are needed by the teacher to reduce students' cognitive barriers. Therefore, this study aimed to reveal the cognitive barriers experienced by students in solving fraction problems. The cognitive barriers referred to in this study are ways of thinking about structures or mathematical objects that are appropriate in one situation and not appropriate in another situation. This study employed a descriptive-qualitative method. Furthermore, participants were followed up with in-depth semi-structured interviews to find out the cognitive barriers that occurred in solving fraction problems. This study discovers that the participants, in solving fraction problems, experienced all indicators of cognitive barrier and two cognitive obstacles are found as new findings that tend to involve mathematical calculations and violates the rules in dividing images into equal parts in the problem-solving procedure. 

Clinical Interventions in Problem-Solving Courts

2019 ◽  
pp. 33-49
Author(s):  
David DeMatteo ◽  
Kirk Heilbrun ◽  
Alice Thornewill ◽  
Shelby Arnold
Keyword(s):  
Problem Solving ◽  
Behavioral Interventions ◽  
Evidence Based ◽  
Therapeutic Communities ◽  
Evidence Based Practices ◽  
Clinical Interventions ◽  
Trauma Informed Care ◽  
Problem Solving Courts ◽  
Trauma Informed ◽  
Assessment Procedures

This chapter focuses on the clinical interventions most commonly delivered in problem-solving courts. The chapter begins with a discussion of the Risk-Needs-Responsivity Model, which provides a foundational context for the interventions used in problem-solving courts and highlights the importance of targeting offender needs—criminogenic needs—related to key outcomes (e.g., reduced recidivism, reduced relapse to drug use). The authors then discuss the various screening and risk assessment procedures used to admit offenders to problem-solving courts, the clinical interventions used in problem-solving courts (e.g., cognitive-behavioral interventions, 12-step programs, therapeutic communities, case management, trauma-informed care), and the use of evidence-based practices in problem-solving courts. The authors note the role of problem-solving courts as a watchdog for service provision and conclude with a section discussing “next steps” for expanding evidence-based interventions in problem-solving courts.

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