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Problem-based learning (PBL) constitutes a promising way of integrating academia and social work practice because PBL fosters engagement with real-life problems and enhances important skills needed in social work practice. However, little attention has been given to social work students’ experiences of PBL. In this article we address this gap by exploring experiences of learning and learning preferences among master’s-level students in a Danish social work education setting where extensive problem-based project work is used. We find a discrepancy between students’ preferred learning and when they experience learning the most. Possible reasons for this discrepancy, and implications for teaching, are discussed. 相似文献
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Pupil enterprises are a widespread type of entrepreneurship education. In this working method, pupils start up, manage and close a business over short period of time. National and international policy documents claim that practical working methods through the use of pupil enterprises are beneficial to increase motivation by being a realistic and cross-curricular approach. This paper investigates whether this is the case for pupils who receive special education. No previous research has focused on the situation for this group of pupils when working with pupil enterprises. The data are collected from a survey with the participation of 1880 pupils in the 10th grade. Our econometric results indicate that participation in pupil enterprises has no particular impact on motivation or effort for pupils receiving special needs education. Even though there are many positive features with pupil enterprises and they offer a practical and realistic way of learning, we do not find evidence to support that pupil enterprises also have a positive effect on the general school motivation and effort. Thus, the political claim of the practical dimension as a solution to increase motivation for learning in school is not supported by our findings. 相似文献
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Merete Aasheim Charlotte Reedtz Bjørn Helge Handegård Monica Martinussen Willy-Tore Mørch 《Scandinavian Journal of Educational Research》2013,57(6):899-912
ABSTRACTThis study examined whether the Incredible Years (IY) Teacher Classroom Management (TCM) program implemented as a school-wide preventive intervention at 1st to 3rd grade in a regular school setting reduces the development of problem behavior and improves social competence. Using a quasi-experimental pre-post design, the IYTCM was implemented in 21 schools and compared with 22 matched schools that did not receive the program. A total of 241 1st to 3rd grade teachers and 1518 students aged 6 to 8 years took part in the trial. Mixed-model analyses found small positive effects on changes in students’ social competence (dw?=?0.19), while effects on change in students problem behavior were less than small (dw?相似文献
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Supervision of graduate students is a core activity in higher education. Previous research on graduate supervision focuses on individual and relational aspects of the supervisory relationship rather than collective, pedagogical and methodological aspects of the supervision process. In presenting a collective model we have developed for academic supervision of Danish master students, we seek to fill these gaps. The underlying pedagogical rationale for the model is that students’ participation and learning are interconnected. The model provides possibilities for incorporating a progressive and systematic interaction between master students in their individual writing processes. In the article, we investigate the potentials and challenges of the model and draw on analyses of six individual interviews with master students and one focus group interview with five supervisors. Our findings show that students learn core academic competencies in collective academic supervision (CAS), such as the ability to assess theoretical and practical problems in their practice and present them to peers. The analysis reveals that interaction between divergent projects and voices in CAS can be highly productive in academic learning. However, the model also challenges both students and supervisors because both parties are used to a one-to-one supervisory relationship and not prepared for different modes of participation and learning. According to both supervisors and students, the majority of supervisors need better training in the facilitation of collective supervision processes. 相似文献
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Beyond regimes of signs: making art/istic portrayals of haptic moments/movements with child/ren/hood
Ann Merete Otterstad Ann-Hege Lorvik Waterhouse 《Discourse: Studies in the Cultural Politics of Education》2016,37(5):739-753
ABSTRACTIn this paper, we try to move beyond fixed narratives of child/ren and childhoods, a fixity that comes, in part, as a consequence of the adult/child dyad. We undertake a cutting together-apart of childhood photographs which allows us to explore the complex machinery that produces the categories of child/ren as human beings that are, variously, de(scribed) as not only ‘natural’, ‘innocent’ and ‘romantic’, but also ‘uncanny’ and ‘sexual’, tropes that find meaning and depiction through child/hood bodies and faces. Inspired by non-representational ethnography, we want to generate pictorial acts that move beyond the face – ‘as regimes of signs’ so that body and language can interrelate where ‘the configuration of the face is inextricably tied to the evolution of the voice’. In undertaking a form of schizoanalysis, we undo images of child/ren/hood from ‘the inside’ by connecting to haptic thinking as well as cutting together-apart, processes that allow us to think otherwise about our own and other childhood(s). Additionally, we want to liberate child/ren/hoods through artistic photograph sensing, and doings may be seen as a political act, a way to break down boundaries of power through art as events. 相似文献
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