Paradigm Development in Crime-Related Education

The Role of the Significant Others

Jack R. Greene, Timothy S. Bynum, Vincent Webb

Research output: Contribution to journalArticle

21 Citations (Scopus)

Abstract

Scientific paradigms provide broad definitions of the parameters of inquiry and the accepted and dominant constructs and theories in a field of study. They also provide the basis for socializing the field's future practitioners. These paradigms suggest ways for viewing, classifying, and interpreting physical and social events. The research reported here assesses paradigm development in crime-related education by examining the role of significant others in defining and maintaining paradigms in criminal justice and criminology. Two dominant perspectives in crime-related education are identified, “Analytical Criminal Justice” and “Institutional Criminal Justice.” In the analysis provided, the opinion leaders within both perspectives, the basis of evaluations, and the adherents of each perspective can be readily identified.

Original languageEnglish (US)
Pages (from-to)7-17
Number of pages11
JournalCriminal Justice Review
Volume10
Issue number2
DOIs
StatePublished - Jan 1 1985
Externally publishedYes

Fingerprint

offense
paradigm
justice
education
opinion leader
criminology
field of study
event
evaluation

ASJC Scopus subject areas

  • Law

Cite this

Paradigm Development in Crime-Related Education : The Role of the Significant Others. / Greene, Jack R.; Bynum, Timothy S.; Webb, Vincent.

In: Criminal Justice Review, Vol. 10, No. 2, 01.01.1985, p. 7-17.

Research output: Contribution to journalArticle

@article{7fff20e6b52741dea9d26edded876ad3,
title = "Paradigm Development in Crime-Related Education: The Role of the Significant Others",
abstract = "Scientific paradigms provide broad definitions of the parameters of inquiry and the accepted and dominant constructs and theories in a field of study. They also provide the basis for socializing the field's future practitioners. These paradigms suggest ways for viewing, classifying, and interpreting physical and social events. The research reported here assesses paradigm development in crime-related education by examining the role of significant others in defining and maintaining paradigms in criminal justice and criminology. Two dominant perspectives in crime-related education are identified, “Analytical Criminal Justice” and “Institutional Criminal Justice.” In the analysis provided, the opinion leaders within both perspectives, the basis of evaluations, and the adherents of each perspective can be readily identified.",
author = "Greene, {Jack R.} and Bynum, {Timothy S.} and Vincent Webb",
year = "1985",
month = "1",
day = "1",
doi = "10.1177/073401688501000202",
language = "English (US)",
volume = "10",
pages = "7--17",
journal = "Criminal Justice Review",
issn = "0734-0168",
publisher = "SAGE Publications Inc.",
number = "2",

}

TY - JOUR

T1 - Paradigm Development in Crime-Related Education

T2 - The Role of the Significant Others

AU - Greene, Jack R.

AU - Bynum, Timothy S.

AU - Webb, Vincent

PY - 1985/1/1

Y1 - 1985/1/1

N2 - Scientific paradigms provide broad definitions of the parameters of inquiry and the accepted and dominant constructs and theories in a field of study. They also provide the basis for socializing the field's future practitioners. These paradigms suggest ways for viewing, classifying, and interpreting physical and social events. The research reported here assesses paradigm development in crime-related education by examining the role of significant others in defining and maintaining paradigms in criminal justice and criminology. Two dominant perspectives in crime-related education are identified, “Analytical Criminal Justice” and “Institutional Criminal Justice.” In the analysis provided, the opinion leaders within both perspectives, the basis of evaluations, and the adherents of each perspective can be readily identified.

AB - Scientific paradigms provide broad definitions of the parameters of inquiry and the accepted and dominant constructs and theories in a field of study. They also provide the basis for socializing the field's future practitioners. These paradigms suggest ways for viewing, classifying, and interpreting physical and social events. The research reported here assesses paradigm development in crime-related education by examining the role of significant others in defining and maintaining paradigms in criminal justice and criminology. Two dominant perspectives in crime-related education are identified, “Analytical Criminal Justice” and “Institutional Criminal Justice.” In the analysis provided, the opinion leaders within both perspectives, the basis of evaluations, and the adherents of each perspective can be readily identified.

UR - http://www.scopus.com/inward/record.url?scp=84976949027&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84976949027&partnerID=8YFLogxK

U2 - 10.1177/073401688501000202

DO - 10.1177/073401688501000202

M3 - Article

VL - 10

SP - 7

EP - 17

JO - Criminal Justice Review

JF - Criminal Justice Review

SN - 0734-0168

IS - 2

ER -