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1.
Service-learning is a pedagogical approach that integrates students’ classroom instruction with community experience. This article discusses qualitative results from a national survey examining service-learning in Council on Social Work Education–accredited baccalaureate programs. Almost 80% of the 202 program respondents required service-learning. They reported that benefits of incorporating service-learning in the BSW curriculum include assisting students in building community connections, applying theory and skills, socializing to the social work profession, and increasing self-awareness and exposure to diverse populations. Cited challenges include securing agency sites, time, and logistics. Findings support existing research suggesting that service-learning may benefit social work undergraduate education. 相似文献
2.
《Journal of Teaching in Social Work》2013,33(2):99-111
It has been over 100 years since the social work profession first demonstrated its commitment to physically disabled citizens. More recently our attention has been called to the apparent low priority this population has been accorded in social work education. In an effort to address another aspect of this concern, the field work component of the curriculum, a survey of Field Work Directors at 346 Council On Social Work Education accredited baccalaureate social work education programs was undertaken. A beginning attempt to investigate the involvement of physcially disabled students in BSW programs, focus was also on special field education problems and solutions, as well as the educational outcomes with regard to these students. Results seem to indicate that physically disabled students are involved in baccalaureate social work education and are able to follow professional career patterns in at least the same percentages as their non-disabled couterparts. The majority of problems appear to be an ecological nature and perhaps require a stronger social welfare policy commitment to the rights of the physically disabled. 相似文献
3.
Kristina M. Hash Jay Poole Melissa Floyd Crystal Dea Moore Anissa T. Rogers Leslie E. Tower 《Journal of Teaching in Social Work》2017,37(2):156-170
The BSW Experiential Learning (BEL) Program aims to infuse intergenerational content into the curriculum and recruit students to the field of social work by implementing face-to-face learning opportunities with older adults. This article discusses and compares the experiences of 4 diverse BEL projects that implemented gero-experiential learning activities into 1 or more of the BSW curriculum areas: introduction/social work practice, social welfare policy, human behavior in the social environment, social work research, and field practicum. “Three keys to success” are offered as ways in which gero-experiential activities may be successfully implemented by other programs. 相似文献
4.
《Journal of Teaching in Social Work》2013,33(2):17-33
This study reports on how the social work education accreditation process is perceived and experienced by a national sample of graduate and baccalaureate social work programs. Respondents, mainly program directors, identify cost and benefits and share problems. Suggestions for how the system can be improved are included. 相似文献
5.
This study examines evaluation course content for undergraduate Human Services programs. Evaluation is not generally considered to be an undergraduate topic, and as a result, there is limited understanding of evaluation course content for undergraduate programs. The increased focus on evaluation in the human service field warrants a targeted review of the preparation and training provided to potential members of the profession, particularly at the baccalaureate degree level. This research examines syllabi for program evaluation courses in baccalaureate level Human Services Programs accredited by the Council for Standards in Human Services Education (CSHSE) to determine whether there is alignment between professional evaluation competencies and human services program evaluation course content. Content analysis of program evaluation course syllabi and cross-case analysis reveals how Human Services program evaluation course content compares with Essential Competencies for Program Evaluators (ECPE)-based standards for professional program evaluators. Implications for education, practice and future research are discussed. 相似文献
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7.
Ji Seon Lee 《Educational gerontology》2013,39(9):805-815
Aging related social work research structures are vital in demonstrating the effectiveness of social work services with the elderly population, especially with the current focus on cost-effectiveness of services. However, not much is known about strategies employed by schools of social work to engage in social work research in the field of aging. This study surveyed all accredited MSW programs in the United States and had a response rate of 62%. The survey explored curriculum issues and interest levels in aging at both Master's and Doctoral levels, formal aging research structures within schools of social work and identified strengths and limits of these formal structures. The study also identified strategies for developing social work research in the field of aging in graduate schools of social work. 相似文献
8.
《Journal of Teaching in Social Work》2013,33(3-4):1-18
Abstract Research courses are associated with performance anxiety and educational insecurity for many social work students. This paper makes the case that student anxiety associated with research courses is rooted in the history of the social work profession, and this history sheds light on the present day climate of research in social work education. The authors suggest that improvement to the research climate in social work education requires an “institutional” response. To that end, this paper describes a committee process that resulted in changes to one school's curriculum policy by revamping student learning objectives for a sequence of five research courses that spanned BSW and MSW programs. The committee produced a continuum of student learning expectations based on Bloom's taxonomy, which represents a logical progression of knowledge and skill competencies as students advance through their course work. 相似文献
9.
Recent arguments in science education have proposed that school science should pay more attention to teaching the nature of science and its social practices. However, unlike the content of science, for which there is well‐established consensus, there would appear to be much less unanimity within the academic community about which “ideas‐about‐science” are essential elements that should be included in the contemporary school science curriculum. Hence, this study sought to determine empirically the extent of any consensus using a three stage Delphi questionnaire with 23 participants drawn from the communities of leading and acknowledged international experts of science educators; scientists; historians, philosophers, and sociologists of science; experts engaged in work to improve the public understanding of science; and expert science teachers. The outcome of the research was a set of nine themes encapsulating key ideas about the nature of science for which there was consensus and which were considered to be an essential component of school science curriculum. Together with extensive comments provided by the participants, these data give some measure of the existing level of agreement in the community engaged in science education and science communication about the salient features of a vulgarized account of the nature of science. Although some of the themes are already a feature of existing school science curricula, many others are not. The findings of this research, therefore, challenge (a) whether the picture of science represented in the school science curriculum is sufficiently comprehensive, and (b) whether there balance in the curriculum between teaching about the content of science and the nature of science is appropriate. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 692–720, 2003 相似文献
10.
Rajean P. Moone 《Educational gerontology》2013,39(11):955-967
With the dramatic shift in the population as the baby boom generation ages, education in gerontology is becoming an important component in schools of social work. Historically, gerontology has not been important in social work programs. This historical analysis examined the incorporation of aging related courses at the University of Minnesota's School of Social Work since its inception in 1918 through 1960. Historical research methods were utilized to obtain primary and secondary source data. It was determined that the School of Social Work's early curriculum development was influence by broader discourse concerning social work education and child welfare. Little discourse and curriculum related to aging was discovered. Implications for the profession of social work as they relate to demographic trends are included. 相似文献
11.
课程是社区教育的核心领域,是社区教育内涵发展的一个核心问题.课程学习与开发的主体是社区居民,课程评价也要从社区和社区居民两个层面考虑.社区教育课程开发要在公平性、地域性、差异性、实用性原则的基础上,营造良好的社会环境;提高社区教育机构的课程开发能力;整合社区内各种适用资源;加强社区教育课程开发者的专业培训;课程的开设还要与职业技能考证挂钩,并根据社区实际情况打造精品课程和草根课程. 相似文献
12.
This article focuses on the development of education relating to aging in a specific professional education program: social work at the University of Queensland. A brief outline of features of the aged population and services for the aged in Queensland, an Australian state, is given as a background for describing one approach to gerontology education with the University of Queensland social work faculty. The challenges and tasks of curriculum development in relation to gerontology in a generic undergraduate course are described. Specific training in gerontology at a theoretical and practical level is provided through field practicums in an institution for the aged and proposals to extend this to a community‐based practice research program for the aged are outlined. To give a combined approach to social work, current research programs relating to this program — social policy and aging — are described. 相似文献
13.
Lisa Hale Rose 《Community College Journal of Research & Practice》2013,37(6):584-587
In spite of open access to community college education, specifically human service associate degree programs, students with criminal justice histories do not necessarily have an unobstructed pathway to obtaining the degree and admission to the baccalaureate programs in human services and social work that are almost always selective. The first obstacle may arise when a student must be placed in the field internship. This may mark the first time in a student’s educational career where he or she must disclose his or her ex-offender status. While higher education plays a well-documented role against recidivism, students who are ex-offenders who are enrolled in community college programs and also have their sights set on transfer, professional credentialing, and professional employment, may face similar barriers. There is a paucity of research related to students in community college with criminal justice histories and a clear need for qualitative and quantitative study in the area. The author calls for more active advocacy and community education roles for community college professionals in this arena as well. 相似文献
14.
《Journal of Teaching in Social Work》2013,33(1):49-61
Using case examples and guidelines from the author's teaching and curriculum development experiences, a method is described for integrating ethnic minority content and research design issues in social work curriculum. After an examination of the didactic uses of research case examples infused with ethnic minority content, the point is made that a contribution can be made not only to the teaching of ethnic minority issues, but also to the understanding of social work research issues. In particular, a rationale for teaching and a motivational technique for understanding alternatives to experimentation is presented as a derivative of ethnic minority content in the research curriculum. 相似文献
15.
《Journal of Teaching in Social Work》2013,33(3-4):189-211
Abstract CSWE standards pertaining to diversity have been criticized for being vague and impotent (Hooyman,1995). A pattern in social work education of “diversity by numbers” has emerged in which the emphasis is placed on the representation of certain groups on the faculty, the staff, the student body, and the curriculum. There exists an illusion of inclusion, in which the curriculum, personnel and students are desegregated. However, the school's culture has yet to be transformed to the stage of institutional development in which equitable treatment for all members is a primary goal and diversity is a driving force which permeates organizational life. This analysis explores the challenges associated with conceptualizing and infusing diversity, specifically as it relates to race and ethnicity, throughout social work programs. The symbolic interactionism theoretical perspective is used to interpret the experiences of African American faculty in predominately white schools of social work. An African-centered perspective of organizational functioning is suggested as a strategy to transform the illusion of diversity into a reality in social work education. 相似文献
16.
Marcia A. Mardis Jinxuan Ma Faye R. Jones Chandrahasa R. Ambavarapu Heather M. Kelleher Laura I. Spears Charles R. McClure 《Education and Information Technologies》2018,23(4):1547-1584
Information technology (IT) and computing are growing fields, offering far more job opportunities than applicants. Yet, little data are available to indicate how course content, employer needs, and additional learning opportunities work together the prepare graduates to enter the IT workforce. To understand the extent to which learners were prepared to for these highly technical careers, we used text analysis to examine the extent to which course syllabi, job postings, internship postings, and industry certifications from information technology preparation programs at state college and two universities commonly reflected national IT curriculum knowledge areas. Integrated data suggested that while the two-year and four-year programs imparted key technical skills, to qualify employers sought applied, or “soft,” skills such as critical thinking, problem solving, teamwork, and written and verbal communication. These soft skills were more difficult to detect as learning outcomes, but the determination of the extent to which the examined programs foster these skills presents a fertile area for subsequent research. 相似文献
17.
Katherine M. Kapustka Penny Howell Christine D. Clayton Shelley Thomas 《Equity & Excellence in Education》2013,46(4):489-505
A review of theoretical or conceptual writing on teacher education reveals numerous examples of the term “social justice” in discussions of preservice preparation. Despite this widespread use, little research documents if and how teacher education programs utilize the concept in their programs. This study examines how institutions that included “social justice” within their NCATE accreditation documents used the term in their articulation of program practices, goals, and values. Based on an extensive qualitative content analysis of NCATE conceptual frameworks, the authors assert that the social justice reform agenda is only weakly represented in accreditation artifacts and that there is little consensus on the enactment of social justice in teacher education, even among those programs that invoke the terminology. 相似文献
18.
In April 2008, the Council on Social Work Education (CSWE) issued new guidelines for Educational Policy and Accreditation Standards (EPAS). The 2008 EPAS shift the focus of assessment from the evaluation of program objectives to assessment of educational outcomes and student achievement of practice competencies. Major accreditation challenges for social work programs derive from the 2008 EPAS involving sequencing the assessment tasks, and developing accurate and useful instruments. This article is Part 1 of a 2-part series presenting a model for sequencing curriculum accreditation and reaffirmation tasks. In this Part 1, the explicit curriculum is explored including multiple measures to assess the extent to which students are achieving practice behaviors (as indicators of core social work competencies). Part 2 of this discussion, focused on the implicit curriculum, will appear in the next issue of the Journal of Teaching in Social Work (Vol. 30, Issue 3). 相似文献
19.
职业知识的工作逻辑与职业教育课程内容的组织 总被引：19，自引：6，他引：19
职业教育课程内容的组织应当遵循学科逻辑还是工作逻辑，是职业教育课程理论研究中的一个核心问题，也是一个长期存在争论的问题。关于这一问题形成了两种截然不同的观点，一种观点主张要把职业教育课程建立成形式学科，另一种观点则认为职业教育课程内容应当以工作任务为逻辑中心。本文以工作知识的心理表征研究结论为依据，认为工作逻辑应当是职业教育课程内容组织的合理选择。 相似文献
20.
美国北卡大学教会山分校是最早的公立大学,其社会工作专业硕士项目（MSW）在全美一直名列前茅。考察MSW项目的运作,总结其在课程设置、制度规范、实践环节及质量保障等方面的经验,可归纳为通识与专精结合、教学与研究并进、注重课堂教学与实习的紧密配谷、以高效的管理保障教学品质等四个方面。这些对我国的社会工作专业硕士教育有着十分重要的借鉴作用。 相似文献