Thematische Bibliographien / Social work education

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Social work education“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 30. Juli 2024

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Zeitschriftenartikel zum Thema "Social work education"

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Nash, Mary. „Social work education“. International Social Work 46, Nr. 1 (Januar 2003): 23–35. http://dx.doi.org/10.1177/0020872803046001595.

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Feld, Allen. „Social Work Education“. Journal of Teaching in Social Work 11, Nr. 1-2 (31.05.1995): 159–75. http://dx.doi.org/10.1300/j067v11n01_11.

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Blunt, Kesha. „Social Work Education“. Journal of Teaching in Social Work 27, Nr. 3-4 (10.10.2007): 93–114. http://dx.doi.org/10.1300/j067v27n03_07.

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Kenny, William T. „SOCIAL WORK EDUCATION“. Journal of Advanced Nursing 13, Nr. 3 (Mai 1988): 419–21. http://dx.doi.org/10.1111/j.1365-2648.1988.tb01440.x.

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Whittington, C. „Social Work Education“. British Journal of Social Work 19, Nr. 2 (01.04.1989): 158–63. http://dx.doi.org/10.1093/bjsw/19.2.158.

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Taylor, I. „SOCIAL WORK EDUCATION“. British Journal of Social Work 26, Nr. 3 (01.06.1996): 406–12. http://dx.doi.org/10.1093/oxfordjournals.bjsw.a011104.

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Taylor, I. „SOCIAL WORK EDUCATION“. British Journal of Social Work 29, Nr. 1 (01.02.1999): 175–80. http://dx.doi.org/10.1093/oxfordjournals.bjsw.a011426.

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Bisno, Herb, und Fred Cox. „Social Work Education“. Journal of Social Work Education 33, Nr. 2 (April 1997): 373–87. http://dx.doi.org/10.1080/10437797.1997.10778878.

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Breaz, Alina Maria, und Mihaela TOMIŢĂ. „SOCIAL WORK AND SEXUAL EDUCATION IN SCHOOL“. Journal Plus Education 19, Nr. 1/2018 (2017): 249–61. http://dx.doi.org/10.24250/jpe/1/2018/amb/mt.

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Sheehan, Rosemary. „Forensic Social Work: Implementing Specialist Social Work Education“. Journal of Social Work 16, Nr. 6 (07.07.2016): 726–41. http://dx.doi.org/10.1177/1468017316635491.

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Dissertationen zum Thema "Social work education"

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Gould, Nicholas G. „Contributions to social work education, social work and social theory“. Thesis, University of Bath, 1993. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387209.

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Radian, Elizabeth. „Social action and social work education in Canada“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ54806.pdf.

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Rai, Lucy. „Student writing in social work education“. Thesis, Open University, 2008. http://oro.open.ac.uk/25820/.

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This thesis explores the experiences of a group of social work students undertaking assessed academic writing as part of their professional training through distance learning in the UK in 2001. Drawing upon the concept of 'academic literacies' and informed by a psychosocial approach, this thesis explores the nature of students' writing within the context of the experiences of students and tutors. Writing in social work requires students to include reflections on personal experience and values. Due to this personal aspect of writing in social work, I have taken a particular interest in the relationship between identity and writing. In doing so I draw upon current research based upon sociological perspectives on writer identity but also critically examine the potential contribution of concepts from what I will generally be referring to as a 'psychosocial' approach, which incorporates elements of psychology and psychoanalysis alongside a sociological world view. In particular I explore the ways in which a psychosocial approach to writer identity can inform our understanding of writing practices surrounding the creation of student texts in higher education. My central argument is that academic writing in social work poses a particular challenge to student writers and their tutors due to its lack of transparency and the degree of self-disclosure required of authors. This thesis shows that, in common with higher education more generally writing conventions in social work are frequently implicit and contradictory. Additionally, the integration of personal experiences and values with theoretical discussion poses significant difficulties for students and tutors. Such 'self-disclosure' has implications which become evident when applying a psychosocial perspective to writer identity. I draw together these implications in relation to three features of writing practices, namely emotion, circularity, and human interaction. Emotion in this context refers to the emotion both experienced by students whilst writing texts and responding to feedback on them. This involves a circular process based upon not only the students� actions but also their interaction with others, primarily the tutor. I conclude by offering some pedagogical implications and suggesting some future research arising from this thesis.
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Scholar, H. F. „Qualifying social work education and the collective identity of social work in England“. Thesis, University of Salford, 2017. http://usir.salford.ac.uk/44661/.

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This critical review examines seven peer-reviewed papers reporting research related to aspects of social work education in England, carried out against the backdrop of reforms following the work of the Social Work Task Force. The review takes a reflexive approach to the task of demonstrating the doctoral qualities and credentials of the portfolio, that is, the papers and commentary together, drawing on ideas from critical realism to support this process. It discusses the papers individually, considering their limitations; their originality and impact at the time they were produced; and the contribution they make as a body of work. Acknowledging the challenges of retrospectively connecting the papers, the review identifies links between them in their relevance to professional identity. It suggests that attention should be given to the notion of collective professional identity, conceived of as a shared occupational social identity, but including the capacity for action in the face of threats or challenges, and in contributing to the development of the profession. The review argues that qualifying social work education in England located in the universities but connecting with practice via placements, provides an important space for the shaping, maintenance and articulation of a collective identity for social work.
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Maidment, Jane M. „Social work field education in New Zealand“. Thesis, University of Canterbury. Social Work, 2000. http://hdl.handle.net/10092/4633.

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The focus of this research dissertation is social work field education in New Zealand. The purpose of conducting the study was to ascertain how both students and field educators experienced teaching and learning in the field. Results indicate that while teaching and learning thinking and theory have evolved in recent years to include a critical reflective dimension, the practice of field education is still largely based on an apprenticeship model. Practice experience and theoretical input relating to areas of societal inequality as well as the political context in which field education is delivered explain the continued use of the apprenticeship model. Students and field educators do, however, share a vision for how field education should be delivered. They agree on the attributes of an effective field educator, and on the methods needed to enhance practice teaching and learning. The research has, nevertheless, identified a discrepancy between this shared vision for field education and the reality that students experience in the field. Field educators are clearly marginalised in their role. Their work as educators is not sanctioned or recognised by employing agencies, and workload pressure frequently militates against social workers being able to accommodate students on placement. In this climate a minimalist approach to field education is adopted, resulting in unqualified social work staff and people who are not social workers acting as field educators. Without radical shifts in the recognition, resourcing and organisation of field education, student learning in the field will continue to be compromised. The theoretical framework used in this research was derived from existing learning theory, which was then reconceptualised and developed in light of the research outcomes to formulate a contemporary theory for practicum learning.
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Roman, Diogenes Anthony III. „SOCIAL WORK STUDENT EDUCATION ON TEEN PREGNACY“. CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/903.

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Social work has seen tremendous growth since its beginnings more than a century ago. An issue that continues to draw attention in child welfare is teen pregnancy. While the issue of teen pregnancy is not new to social work, having education on the issues that pregnant teenagers go through, and having these vulnerable clients served with competent social workers has not kept pace with progress made in other areas of social work. The purpose of this study is to understand and improve the issues that pregnant and parenting teens face and bring attention to teen pregnancy in an attempt to develop curriculum in the classroom to educate future social workers on teen pregnancy. The research utilized a quantitative questionnaire, once collected the data will be entered through SPSS to obtain statistical analysis for teen pregnancy. The participants were be undergraduates and graduate social work students at University X. The results of the research and data will be used to illustrate areas where curriculum can be developed to assist social work students in the improving education and resources for teenage pregnancy
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Mompati, Tlamelo Odirile. „The dissonance between social work education and social work practice : the case of Botswana“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq23426.pdf.

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Sibeon, Roger Alan. „A sociological study of the social work profession with special reference to social work education“. Thesis, University of Leicester, 1987. http://hdl.handle.net/2381/9734.

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Earlier work by Leonard (1966) and Heraud (1970) in formulating a holistic, comprehensive sociology of social work has been largely overtaken by developments both in sociology and in social work. Current sociological analyses of social work exhibit two distinctive features. First, relative detachment from major recent theoretical and empirical developments in mainstream sociology : second, a tendency to focus not upon the profession as a whole but upon specific, delineated aspects e:g the relation of theory to practice, professionalisation, social work education, professional socialisation, moral-political dimensions of social work, organisational and service-delivery issues, and the relation of social work to the welfare state. This research is addressed to the task of constructing a sociology of social work which draws explicitly upon recent developments in sociology, and which is concerned with the social work profession as a whole including the various components referred to above. These components are shown to collectively comprise the following three perennial and contemporary social work concerns which are empirically inter-related : the relationship of theory to practice, the politics of social work, and professional-organisational aspects including service-delivery issues. Particular though not exclusive attention is accorded to the relative 'centrality' of social work education : the research demonstrates social work education both influences and reflects wider developments throughout the profession and is a key empirical 'site of entry' for achieving a holistic sociological understanding of the social work profession. Much of the material necessarily is concerned with substantive issues in social work per se, but a vital part of the research is critical analysis of controversies surrounding paradigmatically diverse resources available within modern sociology for constructing a theoretically as well as empirically informed sociology of social work.
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Magiste, Edward John. „Effective Ethics Education for Graduate Social Work Students“. Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1450175285.

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Shardlow, Professor Steven M. „Professional education in social work; learning for practice“. Thesis, University of Salford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491779.

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Social work practitioners acquire professional competence through participation in higher education, which in England (since 2003) normally lasts three years. A core element of tfiis knowledge acquisition and skill development occurs through the medium of practice learning within agencies that provide social work services to the public. The argument developed in this thesis can be expressed as a single proposition, that my published work, when taken together, constitutes a consistent theoretical approach, which is designed to enable students, practice teachers and university based staff to work together to better promote and enable students to learn how to become competent practitioners in social work through undertaking periods of practice learning.
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Bücher zum Thema "Social work education"

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Joanna, Mellor M., und Solomon Renee, Hrsg. Geriatric social work education. New York: Haworth Press, 1992.

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Josie, Dunn, Lyons K. H. 1944- und British Association of Social Workers., Hrsg. Social work in education. UK: British Association of Social Workers, 1988.

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J, Harris Robert, Hrsg. Practising social work: Case studies from social work education. Leicester: University of Leicester, School of Social Work, 1987.

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Simmons, Robin, Ron Thompson und Lisa Russell. Education, Work and Social Change. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137335944.

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Laging, Marion, und Nino Žganec, Hrsg. Social Work Education in Europe. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69701-3.

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Anastas, Jeane W. Doctoral education in social work. New York, NY: Oxford University Press, 2012.

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Lishman, Joyce. Social work education and training. Philadelphia, PA: Jessica Kingsley Publishers, 2012.

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Thompson, Susan. Social work processes. Wrexham: Prospects Training Publications, 1999.

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E, Davis King, und Council on Social Work Education., Hrsg. Teaching social policy in social work education. Alexandria,VA: Council on Social Work Educaton, 2003.

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David, Howe. Social work and the university. Dublin: University of Dublin, Trinity College, Department of Social Studies, 1995.

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Buchteile zum Thema "Social work education"

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Duffy, Joe. „Social work education“. In Becoming a Social Worker, 44–49. 3. Aufl. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003181989-9.

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McCulloch, Trish. „Social work education“. In Social Work in a Changing Scotland, 90–99. 1st Edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315100821-10.

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Valencia-Gálvez, Lorena, Sonia Romero-Pérez, Juan Carlos Ruiz-Flores und Carlos Andrade-Guzmán. „Social work education“. In The Routledge International Handbook of Social Work Teaching, 114–36. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003422402-9.

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Buhori, Johnas A. „Social Work Education“. In Routledge Handbook of African Social Work Education, 118–29. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003314349-13.

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Thompson, Neil. „Social work as education“. In Practising Social Work, 74–85. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-04871-4_6.

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Sattmann-Frese, Werner, und Stuart B. Hill. „Sustainability Work“. In Social Ecology and Education, 161–79. New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003033462-18.

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Thompson, Neil. „Social work as education“. In The Professional Social Worker, 84–97. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-60378-4_6.

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Mohapi, Boitumelo Joyce, Felicity Besong Tabi und Zee Catherine Masuku. „Social Work Field Education“. In The Routledge Handbook of Social Work Field Education in the Global South, 388–402. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003270119-32.

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Lusk, Mark, und Marcin Boryczko. „Decolonizing Social Work Education“. In Decolonized Approaches to Human Rights and Social Work, 257–72. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-33030-8_15.

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Adams, Robert. „Quality Education for Social Workers“. In Quality Social Work, 71–90. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-13733-6_4.

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Konferenzberichte zum Thema "Social work education"

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Yatsyshyn, Uliana. „The problem of implementing inclusive education in higher education institutions in Ukraine“. In Sociology – Social Work and Social Welfare: Regulation of Social Problems. Видавець ФОП Марченко Т.В., 2023. http://dx.doi.org/10.23939/sosrsw2023.102.

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Background: Ukraine took a major step towards promoting inclusive education by adopting a new law on education in 2017. This law guarantees the right to education for all individuals, regardless of their disabilities, and aims to enhance their socialization and educational opportunities. However, most higher education institutions require adaptation to the individual needs of individuals with special educational needs. Purpose: The purpose of this article is to explore the conceptual foundations and identify practical problems in implementing the strategy for creating an inclusive educational environment in higher education institutions in Ukraine. Methods: We used document analysis as a method to identify the problems in the way of implementing the strategy for creating an inclusive educational environment in higher education institutions in Ukraine and ways to address them. Results: The results of the study of the conceptual foundations and implementation problems of inclusive education principles in higher education institutions in Ukraine showed an increasing number of individuals who require the creation of an inclusive educational environment, as well as practical problems with implementing these principles, including unprepared facilities, insufficient qualification of teaching staff, and a lack of adapted educational materials. Conclusion: The aim of inclusive education for individuals with special educational needs is to ensure full and equal access to education and to develop their potential, enabling them to function successfully in society. Inclusive education prevents the exclusion of such individuals from the educational process and creates an environment where everyone can freely express their ideas and needs, develop their potential, and receive support from teachers and other students. Keywords: inclusion, inclusive educational environment, person with special educational needs
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Justino, Elsa, Gina Santos und Diana Dias. „SOCIAL WORK REALLY WORKS: LEARNING OUTCOMES IN PORTUGUESE SOCIAL WORK UNDERGRADUATE DEGREES“. In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1907.

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Zholonko, Tetiana, Anastasiia Svoboda und Alyona Protasova. „Attitudes and expectations of Ukrainian youth regarding higher education“. In Sociology – Social Work and Social Welfare: Regulation of Social Problems. Видавець ФОП Марченко Т.В., 2023. http://dx.doi.org/10.23939/sosrsw2023.105.

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Background: Studying the attitudes and expectations of Ukrainian youth regarding higher education, as well as the plans of future entrants regarding educational emigration, will allow to adjust the strategic vision of problems and challenges arising in the field of higher education in wartime conditions and will help increase the effectiveness of the functioning of the higher education system in Ukraine. Purpose: Describe the changes in young people's attitudes regarding higher education that have changed by the war. Methods: In the research, we used general scientific methods of comparative analysis; synthesis, the SWOT analysis method, and the sociological survey method. Results: The obtained results indicate that 20% of the surveyed young people aged 14-18 years have decided to leave Ukraine to study, 18% have decided to stay in Ukraine for higher education, and 62% are hesitating about the decision. At the same time, the majority of respondents indicated love for the Motherland as the main reason why they are ready to stay at home to study. Conclusion: The conducted research allows us to assume that, provided the war ends and the situation in the country stabilizes, educational emigration from our country will not become massive, and Ukrainian youth will remain in Ukraine to study and live. Keywords: higher education, youth, expectations, attitudes, war, institution of higher education.
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Zubchenko, Olexander. „Visualisation as a method for investigating the dysfunctional of the educational institution in the temporarily occupied territories of the South Ukraine“. In Sociology – Social Work and Social Welfare: Regulation of Social Problems. Видавець ФОП Марченко Т.В., 2023. http://dx.doi.org/10.23939/sosrsw2023.107.

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Background: after the Russian occupation in February – March 2022, an occupation regime was established in a significant part of Southern Ukraine, within the framework of which the aggressor state is carrying out institutional construction, in particular, in the field of education. Purpose: analyze the dysfunctional character of the institute of education in the temporarily occupied territories of the South of Ukraine Methods: qualitative analysis of photo images that are publicly available on the Internet Results: the hypothesis that the main task of educational institutions is Russification, the spread of enemy propaganda and the education of the young generation in the spirit of collaboration has been confirmed. For this purpose, various tools are used - re-education centers, folk and unofficial holidays, inciting inter-ethnic enmity, creation of children's and youth organizations. The activities of social organizations in the field of education are aimed at the destruction of Ukrainian identity, deindividuation, zombification and militarization of the consciousness of schoolchildren and students. Conclusion: the dysfunctionality of the educational institution in the temporarily occupied territories of the South of Ukraine is the result of the deliberate actions of powerful actors, which are aimed at preserving and strengthening the occupation regime, dehumanizing the educational process and turning the school into a closed totalitarian space Key words: social institution, education, dysfunctionality, visualization, russification
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Pereira-García, Alexander. „SOCIAL WORK AND ICT“. In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1631.

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Ó Súilleabháin, Fiachra, Kenneth Burns und Simone McCaughren. „ONLINE SOCIAL WORK TOOLS: COLLABORATIVE EDUCATIONAL RESPONSES TO REMOTE-BASED SOCIAL WORK PRACTICE“. In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1036.

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Kravchenko, Oksana, und Halyna Kucher. „Social work with elderly people in the territorial community“. In Sociology – Social Work and Social Welfare: Regulation of Social Problems. Видавець ФОП Марченко Т.В., 2023. http://dx.doi.org/10.23939/sosrsw2023.129.

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Abstract. Dyvosvit University of the Third Age is a joint project of the Department of Labour and Social Protection of the Population of Uman City Council and Pavlo Tychyna Uman Pedagogical University. The main goal is to implement the principle of lifelong learning of elderly people and support physical, psychological, and social abilities. Its task is to provide educational services, attract the elderly to an active social life, preserve their physical, mental, and spiritual health, learn the history of their native land, information technology, etc. The University hosts: the Faculty of Local History Education and Organization of Recreation and Tourism; the Faculty of Humanities and Law Education; the Faculty of Applied and Decorative Arts; the Faculty of Folk Singing; the Faculty of Computer Competence. The provision of such an educational service should ensure: arrangement of conditions for and promotion of holistic development of elderly people; reintegration of elderly people into the active life of society; assistance to elderly people in adapting to modern living conditions by mastering new knowledge, in particular on the ageing process and its features; modern methods of preserving health; acquisition of self-help skills; shaping of the principles of a healthy lifestyle; the framework legislation regarding elderly people and its application in practice; shaping and development of skills for using the latest technologies, primarily information and communication technologies; potential and opportunities for volunteer work; improving the quality of life of elderly people by providing them with access to state-of-the-art technologies and adapting them to technological transformations; development of practical skills; opportunity to expand communication and exchange experience. Keywords: social service, elderly people, lifelong learning, university of the third age.
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Lorenzetti, Liza, Rita Dhungel, Diane Lorenzetti, Tatiana Oschepkova und Lemlem Haile. „A Transformative Approach to Social Work Education“. In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5422.

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The paper presents an overview of “The Journey Guides Program” - a mentorship and experiencial learning framework developed by the Faculty of Social Work, University of Calgary in Canada. This program was implemented in an Advanced Graduate Seminar, a preparatory course for graduate Social Work students prior to entering their field placements. This article begins by discussing critical pedagogy, the theoretical framework that undepinned the “The Journey Guides Program”, followed by a description of the eight-step process we adopted to implement this program. The authors conclude by discussing the benefits of the Journey Guides program, and plans for ongoing development and transferability of this model. Keywords: Journey guides, transformative learning; mentorship; social work
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„Practical training in social work“. In Trends in the development of science and education. LJournal, 2015. http://dx.doi.org/10.18411/lj2015-10-11-12.

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Belchior-Rocha, Helena, Inês Casquilho-Martins und Jorge Ferreira. „SOCIAL AND ECOLOGICAL SUSTAINABILITY IN SOCIAL WORK TRAINING“. In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1752.

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Berichte der Organisationen zum Thema "Social work education"

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Wright, Lynda. A Holistic Approach to Social Work Education. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1866.

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Timme, Mary. Social work continuing education needs assessment study. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.2109.

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Wuest, Leslie. Factors Associated with Inclusion of Spirituality in Secular Social Work Education. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.301.

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4

Dunne, Máiréad, Sara Humphreys und Carolina Szyp. Education and Work: Children’s Lives in Rural Sub‑Saharan Africa. Action on Children’s Harmful Work in African Agriculture, April 2021. http://dx.doi.org/10.19088/acha.2021.004.

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This paper proposes a dynamic conceptual framework – the edu-workscape – for understanding how rural children in sub-Saharan Africa navigate three key gendered social arenas: the household, school and workplaces. Focusing on school, in particular, the paper highlights the violence, harm and labour that occur there, and argues that learning, work and harm co-exist across all three institutional domains, and in context, and should therefore be considered holistically.
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Ayallo, Irene, Nadia Mary Akbar, Faith Burgess, Ben Francis Celebrin, Melissa Jane Colmore, Jon-Teen Shaunessy Rae Davis, Manuel De Veyra Saso Jr et al. A Report on Teaching and Modelling Research Skills in a Classroom Setting: Social Work Students Using Their Learning and Experiences to Investigate the Link Between Modes of Learning Delivery and Social Work Core Competencies. Unitec ePress, Juli 2024. http://dx.doi.org/10.34074/rsrp.107.

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In Semester 2 (July–November) 2022, Dr Irene Ayallo collaborated with the students in the Research Methods course in Unitec’s Bachelor of Social Practice to investigate the link between learning delivery modes and students’ ability to demonstrate the Aotearoa New Zealand Social Workers Registration Board (SWRB) core competencies (see Appendix 1). The aim of the project was to teach research skills and, simultaneously, critically analyse whether the shift in learning delivery due to the Covid-19 pandemic could impact the students’ future competencies as social workers in the Aotearoa New Zealand context. The report describes the research design process and presents a literature review, findings from data, and a discussion of the findings. Findings from this research show that the learning environment within which social work education is delivered has changed significantly, provoked by the events during and after the Covid-19 pandemic. Rethinking social work education delivery models is inevitable and required in this new environment. Carefully designed flexible delivery models, such as a mix of in-person and online (blended), would be most effective in safeguarding against and minimising learning disruptions without compromising quality. The most impactful delivery model for social work students is characterised by engaging and interactive content, practical activities and group work, increasing and checking retention, clear structure and guidelines, consistency, flexibility, and capability building for staff and students. The extent to which these can be achieved depends on addressing individual student and staff factors, and broader institutional resources, guidelines and policies.
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Lysokon, Ilia. Analysis of the Definition "Management of Education" in the Ukrainian Pedagogical Discourse. Тернопіль, 2022. http://dx.doi.org/10.31812/123456789/6472.

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The national system of education has always been a subject of scientific discussions in the pedagogical paradigm. It should be noted that this system is multi-vector special processes and factors created by the state to implement the social mission of education in the society. Education as a constituent phenomenon includes many areas of work: educational process, scientific and scientific-technical activities, psychological and psychological-pedagogical counselling, financial and economic work and more. All these processes are united not only by the attitude to education as a system, but also to the process of governance in general. Therefore, the definition of "management of education" in various processes plays a particularly important role.
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Paranjape, Ujjwala, und Shivali Tukdeo. Learning, Livelihood and Possibilities of Socially Just Pedagogy. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1907.2024.

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This report reflects our ongoing collaborative research and action engagements in education. Three overlapping interests are at the centre of our inquiry: (a) the relationship between education and work; (b) the transformation of small towns in Maharashtra and the changing role of education therein; and (c) vocational and skill-based programmes in small towns. Anchored in the south-western town of Sangli, Maharashtra, our work focuses on various institutional arrangements in vocational and skill-based education. By mapping the educational landscape, the report also highlights the experiences of students who traverse the domains of work and education. Scholars of diverse disciplinary persuasions have pointed out the intensification of economic and social changes that have occurred since the late 1980s in India. Driven by the imperatives of the global economy, economic liberalisation severely affected a number of domestic sectors. Agriculture and related sectors saw large-scale movement of labour towards non-agrarian livelihoods that also resulted in a consistent increase in short-term, circuitous and at times long-term migration to urban and semi-urban locales. Similarly, there have also been significant shifts that have occurred in education over the course of the past three decades, propelling a change in the social, cultural and economic realms. The desire and demand for quality education has become apparent, while state provisioning of education has gone down and privatisation has occurred at a fast pace.
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Opiyo, Newton. What are the effects of interprofessional education on professional practice and healthcare outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/170413.

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Delivering effective, high quality patient care is complex and requires that health and social care professionals work together effectively. Interprofessional education – training or learning initiatives that involve more than one profession in joint, interactive learning with the explicit purpose of improving interprofessional collaboration or patient care – is a possible strategy for improving how professionals work together as well as improving professional practice and patient care.
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, Dezember 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Panichelli, Meg. The Intersections of Good Intentions, Criminality, and Anti-Carceral Feminist Logic: A Qualitative Study that Explores Sex Trades Content in Social Work Education. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6396.

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