Theses and Dissertations from DePaul University

Date of Award

Summer 2026

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

College

College of Education

First Advisor

Amira Proweller

Second Advisor

Christopher McCullough

Abstract

This study examined how written Body-Worn Camera (BWC) policies in large U.S. urban police departments operationalize Procedural Justice (PJ) through instructional alignment and how those policies shape expectations for officer training. Policy analysis showed that all departments required BWC activation during key encounters such as traffic stops and arrests and included some form of supervisory review. However, substantial variation existed in policies governing data retention, citizen notification, pre-report viewing safeguards and documentation requirements, and disciplinary guidance. These inconsistencies were most evident in the PJ dimensions of neutrality and voice, particularly where policies permitted pre-report viewing without consistent documentation requirements and where accountability procedures were unclear. Such gaps may weaken evidentiary integrity, complicate training expectations, and contribute to internal cynicism as well as reduced public trust. Based on these findings, the study recommends implementing a Strategic Instructional Mandate that integrates PJ into daily practice through Scenario-Based Training (SBT), structured use of BWC footage for professional learning and feedback, and clearer supervisory review routines. Additional recommendations include a Reciprocal Mentorship Model to address generational and technological differences, strengthened quality assurance processes, and the use of civilian staff to manage digital evidence. Overall, the findings suggest that BWCs are most effective when supported by coherent policy design, instructional leadership, and sustained professional learning rather than treated as stand-alone accountability tools.

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