orientation to learning, 29, 81, 83, 88, 109–111, 113, 128–129, 135, 266, 309

outcomes, 16, 23, 28, 31, 35–36, 40–41, 48, 53, 62, 65–66, 69, 81, 110, 118, 122–123, 126, 134–135, 137–140, 144–145, 155–156, 167–168, 172, 176, 188, 190, 196, 198–199, 242, 248, 280, 285–286, 289, 293–296, 301, 306

pedagogy, 79–82, 84–85, 138–139, 280, 314

perennialism, 282, 298

philosophy

institutional, 181, 185, 285

instructional, 69, 127, 139–140, 148, 176, 180, 182–183, 185–186, 193, 195, 208–209, 238, 281, 283, 285

police history, 2–4, 16, 226, 279, 423n1

political era of policing, 4, 7–9, 12–13

posttraining questionnaire, 140–143, 150, 161, 163–165, 173–174, 207–209, 211, 214, 216, 218, 220, 223, 225, 228, 230, 235, 259–261, 263–275, 280, 283, 287, 289, 292–293

pretraining questionnaire, 140–143, 150, 161, 163–165, 258–259, 261–264, 274

probable cause, 172, 426n15

problem-based learning case scenarios, 31, 89, 100, 109, 142–143, 145, 158, 166–174, 259, 268, 292

problem-solving, 14, 30, 46, 52, 104, 111, 145, 169, 171, 173, 201–202, 252, 266, 268, 270, 277, 302, 306

procedural knowledge, 170

process design, 117–118

professional model of policing, 10–11

program objectives, 118, 123–124

progressive movement, 10

progressivism, 282, 298

psychological climate, 119, 286, 315

psychomotor domain, 20, 41–42, 47–48, 76, 291

readiness to learn, 29, 81–83, 86–87, 105–106, 128–129, 266

reform era of policing, 4, 9–12, 15, 24, 423n3

role playing, 169, 190, 251–253, 305

Royal Canadian Mounted Police (RCMP), 169

sample population, 31, 146, 150, 152

sampling procedure, 146

scale of measure, 162–163

search and seizure, 21, 250

self-concept, 29, 56, 81, 87, 91–92, 95–97, 99, 102, 113, 128, 135, 139–141, 176, 181, 187–188, 197, 199, 201–202, 210, 215–216, 218, 246, 247, 266, 281, 288, 290, 292–293, 301, 304, 313

self-directedness, 83, 86, 92–99, 101, 125, 139–141, 177, 181, 187–188, 197, 199, 202, 210, 215–216, 218, 246–247, 272, 281, 289–290, 293

social learning, 50, 65–70, 288, 299–300, 424n7