Accommodating those Most at Risk. Responding to a Mismatch in Programme Selection Criteria and Foundation Biology Performance     

Nicola F. Kirby  Edith R. Dempster 《International Journal of Science Education》2013,35(18):3093-3117

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Assessment and Evaluation in Social Work Education: Formative and Summative Approaches     

Edith Kealey 《Journal of Teaching in Social Work》2013,33(1):64-74

Despite a wealth of tacit knowledge in academia regarding effective teaching strategies and a rich theoretical and empirical knowledge base on student learning, social work instructors wishing to identify appropriate ways to measure teaching and learning have little evidence to guide them. This article presents a framework for assessment of student learning and evaluation of instructor teaching that distinguishes between formative methods, which support an ongoing process of improvement, and summative methods, which represent a measure of competence or mastery. While summative methods are often used to meet institutional or programmatic goals, formative methods bridge assessment and evaluation and can result in a more reflective, constructive, and productive experience for both instructors and students.  相似文献   

University and Social Involvement at the Neighborhood Level: Implications for Social Work Education     

Hillel Schmid PhD  Edith Blit‐Cohen 《Journal of Teaching in Social Work》2013,33(3):271-290

The article describes and evaluates an innovative experiment in education and training of social workers at an academic learning center, which was established by the Hebrew University's School of Social Work and Social Welfare in a neighborhood of Jerusalem. The project focused on strengthening the link between theory, research, and practice. Participants were exposed to advanced theories and macropractice seminars, and gained practical experience as well as tools and technologies for coping with the social problems faced by Jerusalem neighborhoods. In that process, they became aware of the difficulties involved in initiating programs and in establishing coalitions with neighborhood institutions, residents, and other constituencies. The article deals with the achievements of the learning center, as well as with the difficulties and dilemmas encountered in the effort to sustain collaboration between the university and the community. In addition, issues related to supervision of students specializing in community work and practice, and implications for social work education are presented and discussed.  相似文献   

Welcome to our World: Evaluation of a Workshop to Orient Students to Social Work Education     

Margaret O. Brunhofer  Arlene N. Weisz  Beverly M. Black  Cassandra Bowers 《Journal of Teaching in Social Work》2013,33(4):383-399

This article reports on BSW and MSW students' satisfaction with a required orientation workshop designed to socialize them to professional educational and to academic and professional standards of behavior. Students viewed video‐recorded vignettes that addressed problematic behaviors in class and field, followed by faculty‐led, small‐group discussions. BSW students rated the workshops as more helpful than MSW students did. First‐year MSW students rated the workshops as significantly more helpful than advanced standing students, suggesting that more experienced students perceive less need for an orientation. Open‐ended questions revealed that students appreciated the opportunity to meet faculty members and other students.  相似文献   

Wellness of Minority Female Counselor Educators     

M. Ann Shillingford  Shannon Trice‐Black  S. Kent Butler 《Counselor Education & Supervision》2013,52(4):255-269

Minority female counselor educators are faced with numerous challenges. This qualitative study revealed that for female minority counselor educators, these challenges continue to negatively affect their professional and personal experiences. It is through operational wellness practices and optimal balance and functioning that minority female counselor educators have often prevailed. Implications for minority female counselor educators, university administrators, and counselor educators from the majority population are provided.  相似文献   

Collaborative inquiry as an authentic form of professional development for preschool practitioners     

Felicia V. Black 《Educational Action Research》2013,21(2):227-247

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Demographics, psychiatric diagnoses, and other characteristics of North American Deaf and hard-of-hearing inpatients     

Black PA  Glickman NS 《Journal of deaf studies and deaf education》2006,11(3):303-321

This study examined demographic and clinical data from a specialty deaf inpatient unit so as to better understand characteristics of severely and chronically mentally ill deaf people. The study compares deaf and hearing psychiatric inpatients on demographic variables, psychiatric discharge diagnoses, a language assessment measure, a cognitive ability measure, and a measure of psychosocial functioning and risk of harm to self and others. Overall, findings indicate a broader range of diagnoses than in past studies with posttraumatic stress disorder being the most common diagnosis. Compared with hearing patients in the same hospital, deaf patients were less likely to be diagnosed with a psychotic or substance abuse disorder and more likely to be diagnosed with a mood, anxiety, personality, or developmental disorder. Psychosocial functioning of the deaf patients was generally similar to hearing psychiatric patients. Deaf patients presented significantly higher risks than hearing patients in areas of self-harm and risk of sexual offending. Cognitive scores show that both the deaf and hearing inpatient population is skewed toward persons who are lower functioning. An additional surprising finding was that 75% of deaf individuals fell into the nonfluent range of communication in American Sign Language.  相似文献   

Serial position effects in social transmission of food preference: Retention/demonstration intervals     

Benjamin Melchor-Hipólito  Gustavo Meza-Reynoso  C. Edith Juárez-Maldonado  Guadalupe Ortega-Saavedra  Sara E. Cruz-Morales  J. C. Pedro Arriaga-Ramírez 《Learning & behavior》2010,38(1):80-86

The effects of retention and demonstration intervals on serial position were evaluated in two experiments with Long-Evans rats. A list of 3 demonstrators that had eaten one of three flavored foods was presented to naive observers. In Experiment 1, there were four groups, three groups with a retention interval compared with one group with a zero retention interval or no retention interval. In Experiment 2, the demonstration interval was reduced. Intervals of 15, 5, 2, and 1 min were used. In Experiment 1, primacy decreased gradually in the four groups as the retention interval was increased in duration. In Experiment 2, primacy also decreased gradually, and recency occurred with the 1-min demonstrator interval. The increase in the duration of the retention interval reduced primacy. The reduction in the duration of the demonstration interval decreased primacy and produced recency.  相似文献   

Defining Moments: The Golden Anniversary of Counselor Education and Supervision     

Linda L. Black  Heather M. Helm 《Counselor Education & Supervision》2010,50(1):2-4

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Educational meanings,consequences and control     

Kristine Black‐Hawkins 《Cambridge Journal of Education》2010,40(2):93-95

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