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Teachers or "real" police officers? ...

Commons, Jennifer Lynne.

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Teachers or "real" police officers? A study of DARE officers in Northeast Tennessee.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teachers or "real" police officers? A study of DARE officers in Northeast Tennessee./
作者:	Commons, Jennifer Lynne.
面頁冊數:	46 p.
附註:	Chair: Martha Copp.
Contained By:	Masters Abstracts International43-05.
標題:	Education, Health. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1425675
ISBN:	9780496997619

Teachers or "real" police officers? A study of DARE officers in Northeast Tennessee.
Commons, Jennifer Lynne.

Teachers or "real" police officers? A study of DARE officers in Northeast Tennessee. - 46 p.

Chair: Martha Copp.

Thesis (M.A.)--East Tennessee State University, 2005.

Most studies of the Drug Awareness Resistance Education (DARE) program evaluate the program's effectiveness; this thesis instead examines the police officers who implement the program. Based on interviews with 12 DARE officers in the Northeast region of Tennessee, the thesis explores how members of this special category of police officers identify themselves. The DARE officer interviews were compared with published literature on conventional police officers. All DARE officers interviewed defined themselves as police officers but did little to no actual police work, nor were they viewed by patrol officers as "real" police officers. Instead, DARE officers functioned primarily as educators. In order to maintain their identity as police officers, DARE officers employed the use of props. These props presented the visual image of a police officer and, therefore, allowed DARE officers to define themselves as such.

ISBN: 9780496997619Subjects--Topical Terms:

1017668
Education, Health.

Teachers or "real" police officers? A study of DARE officers in Northeast Tennessee.
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520 $a Most studies of the Drug Awareness Resistance Education (DARE) program evaluate the program's effectiveness; this thesis instead examines the police officers who implement the program. Based on interviews with 12 DARE officers in the Northeast region of Tennessee, the thesis explores how members of this special category of police officers identify themselves. The DARE officer interviews were compared with published literature on conventional police officers. All DARE officers interviewed defined themselves as police officers but did little to no actual police work, nor were they viewed by patrol officers as "real" police officers. Instead, DARE officers functioned primarily as educators. In order to maintain their identity as police officers, DARE officers employed the use of props. These props presented the visual image of a police officer and, therefore, allowed DARE officers to define themselves as such.
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