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1.
Shannon R. Lane Julie Cooper Altman Gertrude Schaffner Goldberg Njeri Kagotho Elizabeth Palley Marilyn S. Paul 《Journal of Teaching in Social Work》2013,33(5):532-549
In social work, it is believed that certain knowledge and skills are learned more effectively through experience than through didactic classroom content. Members of the faculty of a school of social work have developed a Social Action Day to reinforce curriculum and translate into practice material about advocacy and ethical responsibilities for social action; show the breadth of social work practice; and enhance the school's sense of community. The authors share their experience to inspire other social work faculty, so that they are better able to foster student interest and passion for political action that may generate social change. 相似文献
2.
Heesup Han Kiattipoom Kiatkawsin Ju Hea Hong 《Assessment & Evaluation in Higher Education》2018,43(1):110-125
The higher education market in South Korea has matured over recent decades. Higher education institutions have invested in many areas to boost the student experience. Student satisfaction has been identified as a key variable in explaining the holistic evaluation of the course. This study aims to fulfil a void in research by developing a study model consisting of cognitive evaluation, affective evaluation and student satisfaction with the course. Furthermore, two constructs of classroom physical environments were added to measure the moderating effect of satisfaction’s antecedents. Results indicated that student satisfaction with a course was significantly explained by cognitive and affective evaluations. Affective evaluation played a mediating role between cognitive evaluation and students’ satisfaction with the course. In addition, the impact of cognitive evaluation was greater than that of affective evaluation. The cognitive and affective evaluation constructs in the proposed theoretical framework accounted for 56% of the variance explained in student satisfaction with the course. Moreover, results of the invariance test revealed that ambient conditions of the classroom and its spatial layout and functionality significantly enhanced the effects of cognitive evaluation and affective evaluation on student satisfaction with the course. 相似文献
3.
高校德育基地不啻是强化新时期德育工作的有效载体,它在高等教育的其它环节上也扮演着独特的作用,成为当代大学生深入社会、全面拓展自身素质的发展平台,成为他们社会实践基地、专业实习基地和创业实践基地,有助于他们更好地成才成长。 相似文献
4.
王少勇 《金华职业技术学院学报》2012,12(3):1-6
教师教育的课程设置始终存在着教育理论与教育实践的关系问题。杜威的教师教育课程思想具有前瞻性和时代性。其主要观点为：提倡借鉴其它成熟专业课程的经验;教育理论课程优先,延迟广泛的实践学习;提倡学科内容专业化：提倡教育理论学习伴随着广泛实践工作;提倡学习广泛的学科;提倡未来教师的学科内容教学要与中小学教育相对应：重视实践工作;如何教教育理论课和学科内容;提倡至少完成两年中学后学校科目的深奥的学科内容学习．然后集中教育理论及其相关的科目学习（尤其是心理学）。 相似文献
5.
Chuan-Ju Lin Pi-Hsia Hung Su-Wei Lin Bor-Hung Lin Fou-Lai Lin 《International Journal of Science and Mathematics Education》2009,7(3):551-573
The teaching and learning of mathematics in schools has drawn tremendous attention since the education reform in Taiwan. In
addition to assessing cognitive abilities, Taiwan Assessment of Student Achievement in Mathematics (TASA-MAT) collects background
information to help depict average student achievement in schools in an educational context. The purpose of this study was
to investigate the relationships between student achievement in mathematics and student background characteristics. The data
for this study was derived from the sample for the 2005 TASA-MAT Sixth-Grade Main Survey in Taiwan. The average age of the
sixth-grade students in Taiwan is 11 years old, as was the sample for the 2005 TASA-MAT. Student socioeconomic status (SES)
and student learning-goal orientation were specified as predictor variables of student performance in mathematics. The results
indicate that the better performance in mathematics tended to be associated with a higher SES and stronger mastery goal orientation.
The SES factor accounted for 4.98% of the variance, and student learning-goal orientation accounted for an additional 10.61%
of the variance. The major implication obtained from this study was that goal orientation was much more significant than SES
in predicting student performance in mathematics. In addition, the Rasch model treatment of the ordinal response-category
data is a novel approach to scoring the goal-orientation items, with the corresponding results in this study being satisfactory. 相似文献
6.
Professional social work education in Australia requires students to undertake supervised and assessed field practice in addition to theoretical classroom‐based education. Field education placements take place in a wide range of social and community service organisations ‐ often partly funded by these organisations. However, in a climate of economic restraint and cutback, the social and community services sector increasingly looks to education for resources for field education. One solution is the development of student units, especially designed to offer practice‐based experience for students. This paper is motivated by the high value Phillip Institute of Technology places on student units in field education. It addresses the question, “What are student units?”, presents a tentative categorisation of types of social work student units and concludes with a possible framework for evaluation. 相似文献
7.
加拿大滑铁卢大学将合作教育作为其办学品牌和最具标志性的特征.经过63年的发展实践,滑铁卢大学的合作教育已经形成自己特有的运行机制,包括职前开展职业发展培训课程,职中学校雇主双重监督指导,职后学生和雇主分别提交工作报告和学生表现评估表,最后学生将反馈经验交给合作学生经验项目组,这些环节环环相扣,共同促进合作教育周而复始、... 相似文献
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9.
社会实践是大学生思想政治教育的重要环节，对大学生形成良好的道德品质发挥着重要的作用。针对社会实践中存在的问题，要在不断总结经验教训的基础上，从社会实践的运行机制、投入保障机制、内容、教师队伍和基地建设等方面进一步深化和创新，积极探讨新形势下大学生社会实践活动的有效途径和方法。 相似文献
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11.
邱康乐 《宁波教育学院学报》2014,(1):18-21
目前,我国正处于社会转型期,受多元文化的影响,社会呈现出多元价值观。在分析多元文化背景下大学生核心价值观教育面临的问题和挑战的基础上,探索大学生核心价值观教育的实践路径,是加强大学生思想政治工作面临的重要课题。 相似文献
12.
Intelligent design: student perceptions of teaching and learning in large social work classes 总被引：2，自引：1，他引：1
Nicole Therese Moulding 《高等教育研究与发展》2010,29(2):151-165
Research into the effects of large classes demonstrates that students are disadvantaged in terms of higher order learning because interactions between teachers and students occur at lower cognitive levels. This has significance for social work education, with its emphasis on the development of critical thinking and problem solving, both higher order cognitive skills. This paper reports on quantitative and qualitative research that explored social work students’ perceptions of different teaching and learning strategies in a large mental health course designed with reference to principles of student‐centred learning and constructive alignment. Findings revealed that well‐integrated design, relevance to the real world and teacher enthusiasm were seen as most useful by students, rather than particular learning strategies per se. Higher satisfaction ratings and grades were also associated with this student‐centred course compared with an earlier traditional lecture‐style course. The paper concludes that design based on the interplay between diverse learning activities, including lecture input, strengthened the student‐centred orientation of learning and recommends further research that compares learning outcomes associated with these contrasting approaches to professional education. 相似文献
13.
《Journal of Teaching in Social Work》2013,33(1-2):21-29
Abstract This study compared the student course evaluations of standard education and distance learning courses in the school of social work of one southern university. The sample included 14 distance learning (DL) and 122 standard education courses. A 20-item quantitative student course evaluation and a 7-item qualitative questionnaire were used to compare differences between social work courses taught in a standard classroom setting with those taught using distance learning technology. Comparisons of identical courses taught in both formats found that students rated distance learning higher than the standard classroom for a course having predominantly lecture content. Conversely, ratings for clinical practice courses were just the opposite with lower ratings for distance learning than the standard classroom. Results of a qualitative survey (n = 39) of students conducted at the end of a course taught by distance learning found that 73% of the students felt that distance learning technology interfered with class participation. However, 73% of the students felt the instructor handled technological problems in a professional and patient manner. Although 54% of the students reported that they would take another course by distance learning, more research is needed to determine what social work courses can be most effectively taught by distance and classroom formats. 相似文献
14.
Writing plays a central role in social work practice and in the qualifying programmes studied by student social workers. The research on which this paper is based explores the value of writing undertaken in higher education to writing for professional practice in social work. Drawing on data sources from a ‘text oriented ethnography’, this paper explores the reflections of five recently qualified social workers making the transition from academic to professional practice. The significance of this study is heightened as social work practice and education are undergoing significant review at the time of writing. This review has identified the role of writing as important in both academic and practice domains. The paper suggests that there is currently no clear progressive link between academic writing in social work and the writing in practice required of graduate social workers. This paper offers some reflections on the implicit and explicit value of writing in an academic context to writing in professional practice. 相似文献
15.
厦门大学与哈佛大学的高等教育学硕士研究生培养步骤或环节设置基本一致,都包括对招生制度、培养目标、修业年限、课程教学、实践实习、学位论文等的规定。但哈佛大学的硕士生教育中没有关于科学研究和学位论文的要求,而且具体到其他各个环节中,两国也各有侧重和特色。究其原因在于中美两国硕士研究生教育的性质、定位不同。也正因如此,我们并不能简单地比较两国硕士研究生培养制度孰优孰劣。但参考并借鉴美国一些成熟的制度经验对我国研究生教育来说也不无裨益。 相似文献
16.
教育优先发展战略是中国特色社会主义教育实践的重大战略举措,新时代教育优先发展向"高质量发展"问题转向,一是基于对社会主要矛盾认识变化的结果,二是教育发展经验的积累和社会经济发展条件改善的必然要求.新时代教育优先发展战略的实践特征体现在:价值取向上先导性价值更加明显、服务对象上人民性特质更加鲜明,以及教育影响上治理方式现代化特征更加突出且教育内容更具丰富性.从愿景看,新时代教育优先发展战略是对教育优先发展理论与实践的传承和深化,蕴含着高质量发展定位优先、高素质教师队伍建设优先、高标准学生发展优先、高水平教育治理优先的发展愿望. 相似文献
17.
Using teaching cases in professional education programs has gained increased attention in the past several decades. While the use of teaching cases has been an important part of social work education, the majority of current casebooks focus on micro or direct practice issues and settings. Over the past forty years only four major casebooks have focused exclusively on the macro practice of social work. This analysis of case‐based learning is divided into the following components: 1) the search for practice wisdom emerging from analyzing cases within the context of management knowledge and skills, 2) case discussion in the classroom, including student and instructor preparation, case selection and integration into the course, case debriefing, student‐designed cases, and conceptual frameworks for teaching management, 3) a conclusion that identifies the benefits and limitations of case‐based learning. 相似文献
18.
对数学素质教育的四个基本特征：注重社会实践、培养科学精神、发展创造潜能、加强情感体验进行了剖析，认为社会实践活动应对学习对象赋予社会性与现实性，并将社会认知过程与对社会探求过程联系起来；培养科学精神需在学习中渗透科学意识，科学技术；发展创造潜能应使学生有心理安全感，有表达自由和目标；加强深感体验应关注学生学习积极性和兴趣． 相似文献
19.
Debb Hurlock Constance Barlow Anne Phelan Florence Myrick Russell Sawa Gayla Rogers 《Teaching in Higher Education》2013,18(3):291-301
This article is situated within an experience of conflict for Tina, a social work student, who is caught between her beliefs about the virtues of social work practice, and her disillusioning encounter with the school's administration. In this paper, we interpret Tina's experience of conflict by drawing on the central concepts of liminality and natality, and how she moves through disillusionment to illumination, thereby generating new self-understandings and meanings of social work practice. We conclude with the pedagogical implications for students, and educators, and that as messy and complex as the liminal is, it is also vital to the creation of new understandings and regeneration of meaning in professional education. 相似文献
20.
Peter Jones 《Journal of Teaching in Social Work》2013,33(2):225-236
Continuing moves towards more flexible approaches to the provision of higher education have been reflected in the increased provision of social work education through distance learning and the related increase in the use of online technologies for social work education. This article reports on the use of a wiki in a final year social work subject. Wiki technology was used to create a collaborative learning environment where on-campus and distance students were able to work together to produce assessable material. Drawing on student comments regarding the process and outcomes of the wiki assignment, a number of issues and benefits of the use of wikis in social work education are identified and discussed. 相似文献