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101.
Nancy Shore PhD 《Journal of Teaching in Social Work》2013,33(3):329-345
Graduate social work students often are required to complete an evaluation or research project. Research instructors work with their students to assure that these projects are rigorous as well as ethical. This study focuses upon the relationship of student projects and the Institutional Review Board (IRB). The IRB aims to strengthen research ethics and to assure that study participants are not exploited. Sixteen MSW research instructors' shared their experiences guiding students through the IRB. Study participants identified benefits and challenges of having students experience the IRB, as well as recommendations on how to facilitate the review process. Additionally participants reflected upon how they determine IRB review requirements. 相似文献
102.
Foundation social work practice education is critical to the preparation of BSW practitioners for professional practice and the establishment of a theoretical and skill base upon which graduate students may build competencies in the advanced curriculum. Issues in the foundation practice curriculum may hinder this development. The common factors model holds promise as an organizing framework for foundation social work practice education. This model may help to resolve some key issues in social work and social work education, and may provide a useful, coherent, and empirical base for the foundation practice curriculum. 相似文献
103.
ABSTRACT. This paper advances the knowledge base of social work education by employing a critical social work framework to inform teaching strategies that 1) raise critical consciousness, 2) uncover privileged positions that inform research, and 3) conceptualize social work practice that disrupts privilege and oppression. The premise of a need for such strategies arises from examination of the social work educational policies and standards that require attention to the experiences and conditions of marginalized populations. The conceptual and teaching approach described in this paper extends this standard via the examination of the privileged social identities and the ensuing behaviors that perpetuate oppressive practices and conditions among marginalized groups. A conceptual foundation for this approach is elucidated and teaching strategies for exploring privileged social locations are presented. 相似文献
104.
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
105.
Caroline R. Gelman PhD 《Journal of Teaching in Social Work》2013,33(2):169-187
Social work students' experiences with termination are rarely explored. This paper discusses the results of a survey of 54 MSW interns regarding termination and, in particular, premature termination resulting from placement completion. Twenty‐four percent of respondents experienced natural terminations, 35% experienced client‐initiated ones, and 93% experienced forced terminations resulting from internship completion. Students felt termination was well‐covered in practice classes, less so in supervision, and felt moderately prepared for the process. Nevertheless, students found terminations significantly harder than their sense of preparation would indicate, and recommend earlier, more comprehensive training in classroom and field settings to support them and their clients. 相似文献
106.
107.
Judith Bremner DSW MSW Charles Zastrow PhD MSW 《Journal of Teaching in Social Work》2013,33(1-2):101-116
Uncollegial behaviors are described in three categories: verbal attacks, destructive game playing and withholding support. Factors in academia that contribute to uncollegial behavior and theoretical frameworks that explain its existence are explored. Strategies for dealing with noxious colleagues at the organizational and interpersonal level are discussed. 相似文献
108.
109.
Social Networking as an Admission Tool: A Case Study in Success 总被引：1，自引：1，他引：0
Thomas J. Hayes PhD Doug Ruschman Mary M. Walker PhD 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):109-124
The concept of social networking, the focus of this article, targets the development of online communities in higher education, and in particular, as part of the admission process. A successful case study of a university is presented on how one university has used this tool to compete for students. A discussion including suggestions on how to enhance the success of this tool in your recruitment process is also provided. 相似文献
110.
Brian A. Vander Schee PhD 《Journal of Marketing for HIGHER EDUCATION》2013,23(1):26-37
This article presents the results of a longitudinal study investigating current marketing practices at selected church-related, private, four-year compared to those in place in 1997. The role that institutional selectivity plays in the use of marketing activities was also investigated. The researcher surveyed the admissions directors or enrollment management officers at all U.S. institutional members of the Council for Christian Colleges and Universities. Implications for marketers in higher education as well as recommendations for future research are also discussed. 相似文献