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Article 1: Mandracchia, J. T., Shaw, L. B., & Morgan, R. D. (2013). What’s up with the attitude? Changing attitudes about criminal justice issues. Criminal Justice and Behavior, 40,  pp. 95–113.  

Questions to Consider:

1. What was the authors’ hypothesis?
2. Why is it important to examine public attitudes toward criminal justice issues?

Learning Objective: 1-8: Describe the process of ethical decision making in the criminal justice system.

Article 2: Sever, B., Coram, G., & Meltzer, G. (2008). Criminal justice graduate programs at the beginning of the 21st century: a curriculum analysis. Criminal Justice Review, 33, pp. 221–249.  

Questions to Consider:

1. What has most of the literature examining subject matter taught to criminal justice and criminology students focused on?
2. Which contemporary topic is especially important for graduate students, given the issue of globalization?

Learning Objective: 1-5: Describe the history of criminal justice as a field of study.

Article 3: Steinmetz, K. F., Schaefer, B. P., del Carmen, R.V., & Hemmens, C. (2014). Assessing the boundaries between criminal justice and criminology. doi: 10.1177/0734016814532100 

Questions to Consider:

1. What are the two key disciplinary components examined in this study?
2. What is a key finding of the study?
3. Describe one limitation of the study?

Learning Objective: 1-6: Compare and contrast criminal justice and criminology.

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Article 1: Webster, R.G., & Vermeulen, S.C. (2011). Tolerance for law violations and social projection among offenders and nonoffenders. Criminal Justice and Behavior, 38, pp. 1028–1041.

Questions to Consider:

1. How were norm violations measured in this study?
2. Briefly summarize the results of the study.

Learning Objective: 2-4: Compare and contrast norm violations and ethical violations

Article 2: Castellano, R. (2007). Becoming a Nonexpert and Other Strategies for Managing Fieldwork Dilemmas in the Criminal Justice System. doi: 10.1177/0891241607303529 Journal of Contemporary Ethnography, 36, pp. 704-730.

Questions to Consider:

1. Which strategy for managing role conflict helps the researcher minimize subjectivity and bias?
2. How did the author establish trust and rapport with informants?
3. Briefly describe the three barriers the author encountered during her fieldwork in the criminal justice system.

Learning Objective: 2-6: Determine the types of research methods used in scholarly criminal justice studies

Article 3: Wodahl, E., Ogle, R., Kadleck, C., & Gerow, K. (2013). Offender perceptions of graduated sanctions.Crime & Delinquency, 59, pp. 1185–1210.

Questions to Consider:

1. Who were the subjects in the study?
2. What were the three themes of the authors’ results?

Learning Objective: 2-7: Evaluate the strengths and weaknesses of common criminal justice research strategies

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Article 1: Brennan, T., Breitenbach, M., Dieterich, W., Salsisbury E., & Van Voorhis, P. (2012). Women's Pathways to Serious and Habitual Crime, Criminal Justice and Behavior, 39, pp. 1481-1508.

Questions to Consider:

1. Briefly summarize the results of the study.
2. What are the hypothetical “common pathways identified in the article?
3. Explain how Paths 1 and 2; or 3 and 4; or 5 and 6 differ.

Learning Objective: 3-6 Discuss three reasons why it is believed that men commit more crime than women.

Article 2: Agnew, R. (2011). Crime and time: The temporal patterning of causal variables, Theoretical Criminology, 15, pp. 115-139.

Questions to Consider:

1. What are the three temporal levels?
2. Considering the authors’ new view of temporal patterning, what steps can be taken to reduce crime?

 Learning Objective: 3-4: Explain why crime varies across time and space.

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Article 1: Wright, K. A., & Bouffard, L. A. (2014). Capturing crime: the qualitative analysis of individual cases for advancing criminological knowledge. International Journal of Offender Therapy and Comparative Criminology. doi: 10.1177/0306624X14549308

Questions to Consider:

1. What was the data source of this study?
2. The study utilizes qualitative analysis to advance which criminological issue?

Learning Objective: 5-2:  Describe the five theoretical frameworks criminological theories use  to explain crime

Article 2: Pratt, T. C., Holtfreter, K., & Reisig, M. D. (2010). Routine online activity and internet fraud targeting: extending the generality of routine activity theory. Journal of Research in Crime and Delinquency, 47, 267–296. doi: 10.1177/0022427810365903

Questions to Consider:

1. What is a chief consumer concern about online victimization?
2. Describe the two objectives of the study.

Learning Objective: 5-3: Identify crime prevention strategies that reduce limit offenders’ desires and opportunities for criminal behavior

Article 3: Omori, M. K., & Turner, S. F. (2012). Assessing the cost of electronically monitoring high-risk sex offenders. Crime & Delinquency. doi: 10.1177/0011128712466373

Questions to Consider:

1. What is the overriding goal of electronic supervision when electronic monitoring is used with sex offenders?
2. What were the results of this study?

Learning Objective: 5-3: Identify crime prevention strategies that reduce limit offenders’ desires and opportunities for criminal behavior

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Article 1: Scott, J. E. (2010). Evolving strategies: a historical examination of changes in principle, authority and function to inform policing in the twenty-first century. The Police Journal, 83, pp. 126–163. doi: 10.1350/pojo.2010.83.2.490

Questions to Consider:

1. What made maintaining civil order particularly difficult for the London metropolitan police?
2. Police effectiveness in nineteenth-century England was based on?
3. What is the American response to the demand for more personalized police service?

Learning Objective: 6-2: Evaluate the influence of the English system of policing on the American system

Article 2: Carter, T. J. (2004). Force against and by game wardens in citizen encounters. Police Quarterly, 7, pp. 489–508. doi: 10.1177/1098611103253852

Questions to Consider:

1. What has the majority of research on the dangers of police work has focused on?
2. Results of the study suggest that the most dangerous time for game wardens is
3. How was the danger variable operationalized in this study?

Learning Objective: 6-5: Identify four types of special jurisdiction police agencies

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Article 1: Larson, R. C. (1982). Critiquing critiques: another word on the Kansas City preventive patrol experiment. Evaluation Review, 6, pp. 285–293. doi: 10.1177/0193841X8200600209

Questions to Consider:

1. What was the purpose of this article?
2. Which of the three experimental treatments of the KCPPE was considered the most controversial?
3. What does Larson propose would facilitate the implementation of more controlled and

Learning Objective: 7-1: Describe the findings from classic police strategy studies

Article 2: Andresen, M. A., & Malleson, N. (2014). Police foot patrol and crime displacement: a local analysis.Journal of Contemporary Criminal Justice, 30, pp. 186–199. doi: 10.1177/1043986214525076

Questions to Consider:

1. Which crime was not included in the analysis of this study?
2. According to the authors what should future research examine?
3. Which two issues are crucial to the future of hot spots policing?

Learning Objective: 7-2: Explain why police departments conduct patrols

Article 3: Willis, J. J. (2013). First-line supervision and strategic decision making under compstat and community policing. Criminal Justice Policy Review, 24(2), pp. 235–256.

Questions to Consider:

1. How does the author describe police organizations prior to community-oriented policing?
2. What is Compstat’s core mission?
3. Summarize the results of this study.

Learning Objective: 7-4: Compare and contrast police patrol with community policing; 7-7: Explain the way that Compstat is applies as a police management strategy

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Article 1: Morash, M., Stevens, T., & Yingling, J. (2014). Focus on the family: juvenile court responses to girls and their caretakers. Feminist Criminology, 9, pp. 298-322. doi: 10.1177/1557085114527151

Questions to Consider:

1. What is the feminist framework, what is a primary criticism of juvenile court’s responses to girls involve the court’s
2. In order to improve justice for girls similar to the study participants, what do the authors recommend?
3. List the three ways juvenile courts have discretion to intervene in youthful offenders’ family life.

Learning Objective: 9-5: Describe how lower courts are arranged and their relationships

Article 2: Haynes, S. H., Ruback, B., & Cusick, G.R. (2010). Courtroom workgroups and sentencing: the effects of similarity, proximity, and stability. Crime and Delinquency, 56, pp. 126–161. doi: 10.1177/0011128707313787

Questions to Consider:

1. Which aspect of courtroom workgroups was not examined in the study?
2. Most studies that have examined the effects of decision-maker characteristics on sentencing outcomes have focused primarily on?
3. Describe the demographic characteristics of most workgroup members in the study.

Learning Objective: 9-6: Explain the many actors in a courtroom, called the Courtroom Workgroup, and how they interact with other actors in the workgroup.

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Article 1: Maruna, S., Dabney, D., & Topalli, V. (2012). Putting a price on prisoner release: the history of bail and a possible future of parole. Punishment and Society, 14, pp. 315-37. doi: 10.1177/1462474512442311

Questions to Consider:

1. What is the primary option for people in trouble with the law who do not have access to wealth and connections?
2. Describe ALEC.
3. Why do the authors assert that the ALEC plan will likely succeed?

Learning Objective: 10-3: Describe bail and different methods of granting bail

Article 2: Lippke, R. L. (2013). Justifying the proof structure of criminal trials. The International Journal of Evidence & Proof, 17, pp. 323–346. doi: 10.1350/ijep.2013.17.4.435

Questions to Consider:

1. What is the author’s term proof structure?
2. The optimal ratio of errors of false convictions to errors of false acquittals is referred to as?
3. What is the chief concern with the author’s alternative account?

Learning Objective: 10-4: Outline the key stages in a trial

Article 3: Homant, R. J., & DeMurcurio, M. A. (2009). Intermediate sanctions is probation officers’ sentencing recommendations: consistency, net widening, and net repairing. The Prison Journal, 89, pp. 426–439. doi: 10.1177/0032885509349564

Questions to Consider:

1. What intermediate sanctions did Probation officers recommend?
2. Based on reviews of the literature, the rate of agreement between POs’ sentencing recommendations and judges’ sentencing decisions is?
3. What was the purpose of this research study?

Learning Objective: 10-6:  Describe the factors considered for sentencing

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Article 1: Zhang, Y., Zhang, L., & Vaughn, M. S. (2014). Indeterminate and determinate sentencing models: a state-specific analysis of their effects on recidivism. Crime & Delinquency, 60, pp. 693-715. doi: 10.1177/0011128709354047

Questions to Consider:

1. Which statistical analysis did the authors use?
2. Which two states had no significant difference between the two release types for the risk of recidivism?

 Learning Objective: 11-3: Describe the different sentencing models

Article 2: Lucas, J. W., Graif, C., & Lovaglia, M. J. (2006). Misconduct in the prosecution of severe crimes: theory and experimental test. Social Psychology Quarterly, 69, pp. 97–107. doi: 10.1177/019027250606900107

Questions to Consider:

1. Do severe crimes encourage more prosecutorial misconduct than do minor crimes?
2. Who were the participants in the study?
3. Why do the authors urge caution when generalizing results to the study to criminal trials?

Learning Objective: 11-5: Discuss the frequency of judicial misconduct and explain the dangers related to it.

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Article 1: Welsh, B. C., & Pfeffer, R.D. (2013). Reclaiming crime prevention in an age of punishment: an American history. Punishment and Society, 15, pp. 534-553. doi: 10.1177/1462474513504798

Questions to Consider:

1. What kind of approach do the authors use to examine crime prevention in the U.S.?
2. What was the first documented initiative in the United States that measured crime prevention?

Learning Objective: 12-2: Identify three historical eras leading to the current strategies for punishing offenders

Article 2: Atkin-Plunk, C. A., & Armstrong, G. S. (2013). Transformational leadership skills and correlates of prison warden job stress. Criminal Justice and Behavior, 40, pp. 551–568. doi: 10.1177/0093854812460036

Questions to Consider:

1. Results of the study demonstrated that what was related to job stress?
2. In the study, individuals who aim to increase their organization’s awareness of appropriate tasks and further motivate organizational members to perform beyond basic expectations are referred to as?
3. How does the stress level of prison wardens relate to the working environment for correctional officers?

Learning Objective: 12-6: Describe the role of wardens in prisons

Article 3: Rembert, D. A., & Henderson, H. (2014). Correctional officer excessive use of force: civil liability under Section 1983. The Prison Journal, 94, pp. 198–219. doi: 10.1177/0032885514524731

Questions to Consider:

1. Which case was central to this study?
2. According to the authors, how could correctional agencies have prevented the excessive use of force found in the study?

Learning Objective: 12-7: Identify the behaviors of corrections officers

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Article 1: Ward, G., & Kupchik, A. (2010). What drives juvenile probation officers? Relating organizational contexts, status characteristics, and personal convictions to treatment and punishment orientations. Crime & Delinquency, 56, pp. 35–69. doi: 10.1177/0011128707307960

Questions to Consider:

1. What variable was the most important predictor of punitive case-processing orientations?
2. Results of the study indicated that punishment and treatment were what kind of goals of juvenile court probation officers?
3. The authors examine the influence of three theoretical frameworks on probation officers’ orientations. What are these three frameworks?

Learning Objective: 13-6: Explain the various roles of juvenile probation officers

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Article 1: Grinstead, O., Eldridge, G., MacGowan, R., Morrow, K. M., Seal, D. W. et al. (2008). An HIV, STD, and hepatitis prevention program for young men leaving prison: Project START. Journal of Correctional Health Care, 14, pp. 183–196.  doi: 10.1177/1078345808318217

Questions to Consider:

1. When were participants recruited for this study?
2. Which intervention was the most successful in reducing risky sexual behaviors?
3. Briefly describe the demographics of the interventionists in the study.

Learning Objective: 14-2: Explain why diseases are prevalent in prisons and jails

Article 2: Wolff, N., & Shi, J. (2011). Patterns of victimization and feelings of safety inside prison: the experience of male and female inmates. Crime & Delinquency, 57, pp. 29–55. doi: 10.1177/0011128708321370

Questions to Consider:

1. What was a characteristic of those who refused to participate in the survey?
2. What did the results show of sexual victimization of male inmates and female inmates?
3. Briefly summarize the study’s findings regarding inmates’ feelings of safety.

Learning Objective: 14-5: Discuss issues women face while incarcerated and working in corrections

Article 3: Cullen, F. T., Jonson, C. L., & Nagin, D. S. (2011). Prisons do not reduce recidivism: the high cost of ignoring science. The Prison Journal, 3, pp. 48S–65S. doi: 10.1177/0032885511415224

Questions to Consider:

1. The authors compare their view on imprisonment to which U.S. system?
2. According to the authors, which essential factor is excluded from correctional policy?
3. Describe the three observations the authors make based on existing science.

Learning Objective: 14-7: Describe how prison might cause crime

Article 4: Crocker, D. (2015). Implementing and evaluating restorative justice projects in prison. Criminal Justice Policy Review, 26, pp. 45–64. doi: 10.1177/0887403413508287

Questions to Consider:

1. What were objectives of Partners in Healing?
2. Which term did inmates use to describe restorative justice?
3. What were the reasons why the author used a narrative approach in her research?

Learning Objective: 14-8: Define restorative justice

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Article 1: Goode, E. (2004). Legalize It? A Bulletin from the War on Drugs. Contexts, 3, 19-25. doi: 10.1525/ctx.2004.3.3.19

Questions to Consider:

1. What is the middle ground between strict criminal punishment and outright legalization of drugs?
2. The author asserts that the outright legalization of hard drugs is what?
3. According to the author, we learned three lessons from prohibition. Describe these.

Learning Objective: 15-6: Discuss three reasons drugs should be legalized and three reasons they should not be