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Article
Publication date: 29 April 2021

Alondra D. Garza, Amanda Goodson and Cortney A. Franklin

The current study examined police response, specifically identification and arrest decisions, to nonfatal strangulation occurring within the context of intimate partner violence.

Abstract

Purpose

The current study examined police response, specifically identification and arrest decisions, to nonfatal strangulation occurring within the context of intimate partner violence.

Design/methodology/approach

Data for the present study were derived from a sample of 117 possible nonfatal strangulation case reported to a police agency located in one of the fifth largest and most diverse US cities. A series of logistic regression models were employed to examine the role of victim, suspect and case characteristics on officer formal identification of strangulation and officer arrest decisions.

Findings

Results revealed that 14% of all intimate partner violence (IPV) cases reported to the police agency involved possible nonfatal strangulation and less than half of all possible nonfatal strangulation cases were formally identified as such by officers. The odds of formal identification of strangulation by police increased when strangulation was manual and when victims reported difficulty breathing. Injury and formal identification increased the odds of arrest.

Originality/value

This study is the first to examine predictors of police formal identification and arrest decisions in nonfatal strangulation occurring within intimate partner violence incidents.

Details

Policing: An International Journal, vol. 44 no. 5
Type: Research Article
ISSN: 1363-951X

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Article
Publication date: 8 September 2017

Leana Bouffard and Amanda Goodson

Definitions of rape and sexual aggression have varied widely in the research literature, resulting in a wide range of estimates for perpetration and remaining questions as…

Abstract

Purpose

Definitions of rape and sexual aggression have varied widely in the research literature, resulting in a wide range of estimates for perpetration and remaining questions as to the factors that may affect involvement in sexual violence. The paper aims to discuss this issue.

Design/methodology/approach

The current study uses a sample of college men to assess multiple forms of measurement of sexual aggression and theoretical predictors.

Findings

Findings indicate that the different measures of sexual aggression (broad vs narrow; hypothetical vs behavioral) are significantly correlated with each other. Additionally, many theoretical predictors (rape myths, low self-control, sexual entitlement, and pornography use) are consistently related to all measurement forms. However, some variables (masculinity, peer support for violence against women, sexual partners, and alcohol and drug use) are only related to broad measures of sexual aggression, and some are related only to hypothetical (i.e. certainty of apprehension) or behavioral measures (i.e. fraternity membership).

Research limitations/implications

Because of the chosen approach, the results may lack generalizability. Findings do, however, point to important considerations in defining sexual aggression moving forward.

Practical implications

Results point to the importance of aiming policy and programs at the particular characteristics that most consistently impact sexual aggression.

Originality/value

This paper addresses lingering questions about the impact of differences in definition and measurement on understanding sexual aggression.

Details

Journal of Aggression, Conflict and Peace Research, vol. 9 no. 4
Type: Research Article
ISSN: 1759-6599

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Book part
Publication date: 1 December 2014

Amanda McGraw

Careful attention to experience is often the starting point for narrative inquiries into teaching and learning. This chapter uses autobiographical reflection on…

Abstract

Careful attention to experience is often the starting point for narrative inquiries into teaching and learning. This chapter uses autobiographical reflection on pedagogical experiences, young peoples’ drawings, and examples of narrative research to demonstrate the value of sharing and connecting personal stories. In the context of evidence-based reforms in education and a focus on accountability and teaching standards, Australian governments, like others, express concern about the “quality” of teacher education and are looking to models of school-based “training.” While apprenticeship models of teacher education are considered inadequate, stronger partnerships between schools and universities are desirable. I argue that rather than continuing to be at the periphery, narrative research and pedagogies can exist as a central thread in teacher education programs, which have stronger connections to schools, teachers, and young people because they reveal the complexity of teaching and learning processes, enable deeper levels of understanding, and foster a critical reflective stance. I use examples from practice to show how narrative pedagogies contextualize, problematize, and clarify personal values and experience, theory, policy, and issues of practice. Nowhere is this more powerful than in situations where dispersed narratives, told orally, in writing and through visual representations sit alongside of one another and collide. Dispersed narratives challenge the view that narratives are contained and individualized. Rather than being discrete, they exist as intertextual connections or networks of meaning that can be created by groups of people not necessarily confined by space and time. This chapter aims to open a space for the continued thinking about how dispersed narratives can be used in teacher education to deepen professional learning.

Details

International Teacher Education: Promising Pedagogies (Part A)
Type: Book
ISBN: 978-1-78441-136-7

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Book part
Publication date: 24 June 2013

Issa Danjun Ying, Amanda McGraw and Amanda Berry

In this chapter, the relationship between self and community is addressed through inquiring into the impact of the International Study Association on Teachers and Teaching…

Abstract

In this chapter, the relationship between self and community is addressed through inquiring into the impact of the International Study Association on Teachers and Teaching (ISATT) on the professional learning, teaching, and research of members specifically in the Asia-Pacific region. The authors employ qualitative methods, primarily self-study and narrative inquiry, and use descriptive statistics derived from survey responses to support their claims. The work not only speaks to ISATT’s significant shaping effects but also to historical and contemporary challenges the organization faces as it moves toward the future.

Details

From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
Type: Book
ISBN: 978-1-78190-851-8

Keywords

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Book part
Publication date: 22 May 2017

Lisa L. Knoche and Amanda L. Witte

Strong home-school partnerships consistently and substantially benefit children’s academic and social development. Home-school partnerships are considerably affected by…

Abstract

Strong home-school partnerships consistently and substantially benefit children’s academic and social development. Home-school partnerships are considerably affected by the settings in which they take place (e.g., rural, urban, suburban), the characteristics of the partners (e.g., parents and teachers), and their relationships with one another (parent-teacher partnerships). In rural communities, supportive home-school partnerships promote young children’s success but have proven difficult to implement. African American families with young children residing in rural communities experience unique social and institutional challenges and benefits that are particularly salient for fostering home-school partnerships. Thus, the landscape of rural communities is an important and essential consideration for understanding the intersection between race and home-school partnerships. This chapter focuses on the promise of positive home-school partnerships for rural African American children, their families, and their schools. Home-school partnership as an essential component of children’s academic and social development is defined, and sample home-school partnership intervention programs are described. Finally, existing policy investments related to the facilitation of home-school partnerships are explored and policy recommendations that promote such partnerships are discussed.

Details

African American Children in Early Childhood Education
Type: Book
ISBN: 978-1-78714-258-9

Keywords

Content available
Book part
Publication date: 29 January 2018

Lynn Revell and Hazel Bryan

Abstract

Details

Fundamental British Values in Education
Type: Book
ISBN: 978-1-78714-507-8

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Book part
Publication date: 24 June 2013

Michael Kompf and Frances O’Connell Rust

The first part of this chapter addresses the history and development of the International Study Association of Teachers and Teaching (ISATT) and its engagement with the…

Abstract

The first part of this chapter addresses the history and development of the International Study Association of Teachers and Teaching (ISATT) and its engagement with the global educational community. We provide an account of the context and background against which ISATT developed as well as information about the founders’ orientations and the actions that led to ISATT’s birth. The second part of the chapter uses patterns of topic focus as graphic indicators of the evolution of ISATT’s research interests expressed through publication titles.

Details

From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
Type: Book
ISBN: 978-1-78190-851-8

Keywords

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