Relevant bibliographies by topics / School Based Social Work

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School Based Social Work'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "School Based Social Work"

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Testa, Doris. "School social work: A school-based field placement." Aotearoa New Zealand Social Work 23, no. 4 (July 8, 2016): 14–25. http://dx.doi.org/10.11157/anzswj-vol23iss4id146.

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This article addresses the placement of social work students in a non-traditional social work setting: the Victorian Catholic primary school. Considering the different elements of field education placements, this article discusses how a field education placement was purpose- fully structured to guide the social work student through the process of integrating theory and practice. Drawing on qualitative and quantitative data, the article describes the structure of the placement and how respondents viewed the success or otherwise of the orientation activities, opportunities to integrate theory with practice, the development of practice skills, supervision and the development of school/university partnerships. The data indicated that a purposefully structured placement which provides students with a variety of learning opportunities and which is supported by clearly focused supervision are key contributors to the success of school-based field education placements.
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Allen-Meares, P., and K. L. Montgomery. "Global Trends and School-Based Social Work." Children & Schools 36, no. 2 (April 1, 2014): 105–12. http://dx.doi.org/10.1093/cs/cdu007.

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Mishna, F., B. Muskat, and C. Cook. "Anticipating Challenges: School-based Social Work Intervention Research." Children & Schools 34, no. 3 (July 1, 2012): 135–44. http://dx.doi.org/10.1093/cs/cds002.

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Hammonds, Jennifer. "Surprised by Joy: Rural, School-Based Social Work." Narrative Inquiry in Bioethics 9, no. 2 (2019): 102–4. http://dx.doi.org/10.1353/nib.2019.0043.

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Franklin, Cynthia. "The Future of School Social Work Practice: Current Trends and Opportunities." Advances in Social Work 6, no. 1 (April 30, 2005): 167–81. http://dx.doi.org/10.18060/89.

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This article discusses the information on school social work practice in the United States and summarizes recent trends and their implications for the future of school social work. The number of school social workers and current infrastructure available for the development of school social work practice is reviewed. Five sociocultural trends are summarized that are affecting public schools as well as important school-based practice trends such as standardized testing, and high stakes accountability measures. The emerging practice trend of evidence-based practices is discussed in light of its standards and implications for school-based practice. Finally, essential knowledge for strengthening practice competencies to meet the future challenges of school-based practice is highlight.
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Pape, Hilde. "School-based programmes that seem to work." Nordic Studies on Alcohol and Drugs 26, no. 6 (December 2009): 521–35. http://dx.doi.org/10.1177/145507250902600606.

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Harold, Nancy B., and Rena D. Harold. "School-Based Health Clinics: A Vehicle for Social Work Intervention." Children & Schools 13, no. 3 (April 1991): 185–94. http://dx.doi.org/10.1093/cs/13.3.185.

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Alvarez, M. E., and C. Anderson-Ketchmark. "Review of an Evidence-Based School Social Work Intervention: WhyTry." Children & Schools 31, no. 1 (January 1, 2009): 59–61. http://dx.doi.org/10.1093/cs/31.1.59.

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Kelly, M. S., A. J. Frey, and D. Anderson-Butcher. "School Social Work Practice: Future Directions Based on Present Conditions." Children & Schools 32, no. 4 (October 1, 2010): 195–99. http://dx.doi.org/10.1093/cs/32.4.195.

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Allen-Meares, P., K. L. Montgomery, and J. S. Kim. "School-based Social Work Interventions: A Cross-National Systematic Review." Social Work 58, no. 3 (June 28, 2013): 253–62. http://dx.doi.org/10.1093/sw/swt022.

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Dissertations / Theses on the topic "School Based Social Work"

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Torres, Adriana. "SCHOOL-BASED MENTAL HEALTH CARE PROGRAM EVALUATION." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/655.

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This study aimed to determine if the Department of Behavioral and Mental Health at a local school district is improving the academic outcomes of the students it provides services to. The purpose was to evaluate its effectiveness in order to improve and expand services. This is important since schools have become a primary setting to address the mental health needs of children and youth. The research design consisted of a quantitative, one-group pretest-posttest as students’ outcomes were assessed before and after treatment. The data was analyzed using a paired samples t-test. The findings from this study demonstrated no statistical significance in students’ grades and attendance, thereby demonstrating the need for further research on this topic.
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Oosterhoff, Heather. "School-Based Social Work and Socioemotional Learning Interventions in Alternative Education Programs." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6937.

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Active school social workers are tasked with teaching social-emotional learning to students, including high need youth placed in alternative education settings. Multitiered systems of support provide a framework utilized by school systems to identify and address all student needs. However, a gap in research exists for evidenced-based social-emotional learning practices for students falling within Tier 3 of the multitiered systems of support framework, particularly those separated from the mainstream population and educated in alternative programs. This study explored how school social workers address the social-emotional learning needs of students in alternative education settings within the state of Illinois. The qualitative case-study design used a purposive sample of school social workers. Data sources included individual semistructured and focus group interviews of school social workers, and program curricula materials. Data analysis followed the constructivist perspective that multiple explanations of reality exist and, therefore, knowledge is constructed and emerges through the social practices and interpretations of people. Results indicated that school social workers in Illinois struggle to find existing evidence-based interventions to meet the social-emotional learning needs of high-school students in alternative education due to limited resources. Social work services maintain a student-driven focus and are strengthened by school-wide systemic structures for social-emotional learning that include cohesive efforts among staff and time for individual student processing of behaviors. This research has potential for social change through expanding knowledge available for school social work practitioners to meet the social-emotional learning needs of students in alternative education.
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Whitmore, Karen Y. "School-based family counseling practices: A national survey of school counselors, school psychologists, and school social workers." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1550154189.

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Maki, Erik D. "Urban school-based behavioral health providers' attitudes towards evidence based practices." Thesis, University of Massachusetts Boston, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10118530.

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Evidence Based Practices (EBPs) in schools show promise in meeting the behavioral health needs of urban students, however there are multiple barriers to implementation. Providers’ attitudes towards EBPs may be one of these barriers. Through a cross sectional survey design, this dissertation answers four major research questions: 1) Is the EBPAS-50 an appropriate tool to use with school based behavioral health providers, 2) Do attitudes vary depending on level of experience (student vs. professional), 3) Do attitudes vary depending on a practitioners’ hire status (school-hired vs. non-school hired), and 4) Do EBPAS-50 scores predict implementation of EBPs? Participants were 160 school behavioral health providers who provided at least one hour per week of direct or indirect services within the Boston Public Schools. Results indicated that the factor structures for the EBPAS-50 and EBPAS- 15 did not hold with this population, however the EBPAS-15 was used for further analysis as it has been validated many times since its introduction. Using the EBPAS-15: 1) graduate students reported more positive attitudes than professionals, 2) school-hired providers reported more positive attitudes than non-school hired providers, and 3) there was no correlation between attitudes and use of EBPs. Though differences may have been statistically significant, it is questionable as to whether these differences are practically significant as the average, rounded, response from providers indicated that they agreed with EBPs to “a great extent”. This suggests need for ongoing research to identify: 1) aspects of evidence based practices that are important to school-based providers, and 2) a revised tool to measure the attitudes of school-based providers towards EBPs.

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Agudo, Angel R., and Victor M. Lezama. "THE EFFECT OF PARENTAL ENGAGEMENT ON TREATMENT AND ACADEMIC OUTCOMES AMONG LATINO STUDENTS RECEIVING SCHOOL BASED MENTAL HEALTH SERVICES." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/880.

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Current data reports approximately 46% of children ages 13-18 are affected by a mental health issue. Of those, 21% will experience a serious mental health disorder throughout their life. Due to the high percentage of school aged children that are affected by mental health disorders, school based mental health services have grown in popularity. Despite the positive attributes associated with providing mental health treatment in a school setting, various factors including race and levels of parental engagement have been identified as barriers to successful implementation. This study sought to identify the effects of parental engagement on the treatment, academic, and behavioral outcomes of Latino students receiving school based mental health services. Furthermore, the study utilized a quantitative approach by reviewing available archival and survey data. Findings were analyzed and themes were drawn for the purpose of identifying additional areas of research and ultimately improving the delivery of services.
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Cruz, Cassandra Anais. "Familias Empoderadas| A School-based Psychoeducational Program for Mixed-status Families| A Grant Proposal." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784981.

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The purpose of this project was to design school-based, trauma-focused psychoeducational groups for mixed-status students and families utilizing the Cognitive Behavioral Therapy in Schools (CBITS) program, identify potential funding sources and to complete grant application requirements to fund an inclusive program at E. Neal Roberts Elementary School in San Bernardino, California. The presence of the target population of mixed- status students and families is significant within the San Bernardino community. The availability of services for mixed-status families that address socio-emotional stressors associated with immigration is limited. Therefore, an increased need for such support services are critical, particularly during the present political climate. A school-based program was seen a safe, accessible and effective way to deliver information and support for both mixed-status students and their families.

The components of the proposed trauma-focused groups include social problem skills, cognitive restructuring, psychoeducation, parent education and legal policy immigration education. Through a review of the literature, the needs and challenges of mixed-status families were explored to design a comprehensive proposal.

The actual submission and/or funding of this grant were not requirements for the successful completion of the project.

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Ford, Charlotte. "The experiences of school staff who work with emotionally based school non-attendance : a psycho-social exploration." Thesis, University of Essex, 2018. http://repository.essex.ac.uk/22880/.

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This psycho-social study explored the experiences of school staff who have worked with emotionally based school non-attendance. There is a paucity of qualitative accounts of school staff’s views in this area. Existing research focuses predominantly on the causes, risk and protective factors and the management of school non-attendance. Six participants took part in two interviews where psychoanalytically informed approaches were employed. This included the Grid Elaboration Method and Free Association Narrative Interviewing. The interview transcripts were analysed using Thematic Analysis, which illuminated five overarching themes: relationships between home and school; school factor s; conceptualisation and impact of school non - attendance; tasks and challenges of adolescence and individual journeys and emotions. The themes are discussed in relation to existing research and psychological theory. Consideration is given to the implications for the role of the Educational Psychologist in working with emotionally based school non-attendance. Strengths and limitations of the current study are discussed and ideas for future research are proposed.
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Mier, Taide. "School-based mental health services for St. Anne School| A grant proposal." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527995.

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The purpose of this project was to locate a potential funding source and write a grant to develop a school mental health program. An extensive literature review was performed to investigate the best way to provide culturally competent services to children and families. A search was conducted to locate an appropriate funder for a school mental health program that will attempt to close the gap between student mental health needs in Catholic schools. The program will employ a staff who will provide case management, individual and group mental health services to students and families in a low-income Catholic school in the city of Santa Ana, California. The goal of the proposed program will be to develop and implement preventive approaches to improve the students' mental health, academic achievement and social competence. Actual submission and/or funding of the grant proposal was not required for successful completion of this project.

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Mitchell, Terry Ann, and Yolanda Amelia White. "An elementary school project: Impact of the school-based social worker on CPS dependency rates." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1031.

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Yuen, Ka-chai Thomas. "A school-based growth group for adolescents from divorced/separated families in Hong Kong (a case study)." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057878.

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Books on the topic "School Based Social Work"

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Allen-Meares, Paula, and Mary Beth Harris. The school services sourcebook: A guide for school-based professionals. 2nd ed. Oxford: Oxford University Press, 2012.

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School Social Work Association of America., ed. Evidence-based practice in school mental health. New York: Oxford University Press, 2008.

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The domains and demands of school social work practice: A guide to working effectively with students, families, and schools. New York: Oxford University Press, 2008.

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Cohen, Carolyn. The use of idea-based policy instruments in promoting school-linked service integration. Portland, Or: Northwest Regional Educational Laboratory, 1995.

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Steele, William. Working with families in crisis: School-based intervention. New York: Guilford Press, 1991.

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1947-, Fish Marian C., ed. Handbook of school-based interventions: Resolving student problems and promoting healthy educational environments. San Francisco: Jossey-Bass Publishers, 1993.

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Harris, Mary Beth. Taking charge: A school-based life skills group curriculum for adolescent mothers. Oxford : New York: Oxford University Press, 2007.

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Martin, Jane Konhaus. School-based clinics that work. [Bethesda, Md.?]: U.S. Dept. of Health and Human Services, Public Health Service, Health Resources and Services Administration, 1994.

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United States. Health Resources and Services Administration, ed. School-based clinics that work. [Bethesda, Md.?]: U.S. Dept. of Health and Human Services, Public Health Service, Health Resources and Services Administration, 1994.

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Martin, Jane Konhaus. School-based clinics that work. [Bethesda, Md.?]: U.S. Dept. of Health and Human Services, Public Health Service, Health Resources and Services Administration, 1994.

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Book chapters on the topic "School Based Social Work"

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Sedillo-Hamann, Dayna, Jessica Chock-Goldman, and Marina A. Badillo. "School Social Workers Responding to the COVID-19 Pandemic: Experiences in Traditional, Charter, and Agency-Based Community School Agency Settings." In Essential Clinical Social Work Series, 135–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61442-3_15.

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Simon, Dennis J. "Advantages of mental health work in schools." In School-centered interventions: Evidence-based strategies for social, emotional, and academic success., 17–27. Washington: American Psychological Association, 2016. http://dx.doi.org/10.1037/14779-002.

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Giacomucci, Scott. "Sociometric Social Work with Communities." In Social Work, Sociometry, and Psychodrama, 345–71. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6342-7_18.

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AbstractThis chapter uncovers Moreno’s often overlooked contributions to community practice through his sociometric approaches. His early work with communities is presented including in refugee camps, prisons, a reform school, and his psychiatric hospital. Brief introductions to social work with communities, therapeutic communities, and the Sanctuary Model are included. Multiple action-based sociometry processes are described with their utility for use in diverse community settings and example prompts. Sociometry processes depicted include spectrograms, locograms, floor checks, step-in sociometry, hands-on-shoulder sociograms, and the circle of strength safety structure.
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Loue, Sana. "School Social Work." In Legal Issues in Social Work Practice and Research, 153–67. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77414-5_8.

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Landon, Dorothy J. "Social Work." In Encyclopedia of Cross-Cultural School Psychology, 902–4. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_393.

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Baska, Ariel, and Joyce VanTassel-Baska. "School-Based Interventions." In Interventions That Work With, 55–67. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235835-10.

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Hopson, Laura, Cynthia Franklin, and Mary Beth Harris. "Social Work Practice in School Settings." In Transformative Social Work Practice, 163–82. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2016. http://dx.doi.org/10.4135/9781506304533.n17.

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McDonald, Catherine. "Evidence-Based Practice." In Challenging Social Work, 155–70. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-50549-0_9.

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Howe, David. "Relationship-based Social Work." In A Brief Introduction to Social Work Theory, 152–60. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-0-230-36523-0_19.

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Morris, Kate. "Family-based social work." In Critical Practice in Social Work, 280–92. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-0-230-36586-5_25.

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Conference papers on the topic "School Based Social Work"

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ALKINANI, Qasim. "SCHOOL ENVIRONMENT AND ITS RELATIONSHIP TO PSYCHOLOGICAL SECURITY OF PRIMARY SCHOOL PUPILS IN BAGHDAD PROVINCE." In International Research Congress of Contemporary Studies in Social Sciences (Rimar Congress 2). Rimar Academy, 2021. http://dx.doi.org/10.47832/rimarcongress2-4.

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The educational conference held in Baghdad Governorate (10/3/2018) emphasized in its recommendations the necessity of finding solutions to educational problems related to primary schools, creating positive relationships between teachers and students, and raising the levels of psychological security of students. The importance of the current research lies in knowing the relationship between the school environment and psychological security and their levels of pupils in primary schools And that these educational and psychological issues occupy a prominent place in educational work. The objectives of the research are to identify the nature of the school environment in primary schools and to identify the level of psychological security of pupils from the teachers' point of view. The current research is based on the descriptive approach (associative studies). The research community consisted of primary school teachers in the governorate of Baghdad, and in order to achieve the objectives of the research, the research sample was chosen by the random stratified method according to the scientific ratios, and the research came out with a set of results and conclusions, including that the nature of the school environment is not convincing and completely inappropriate for the development of pupils' abilities, and the level of psychological security Among the students, it was average due to the influence of several factors inside and outside the school domain that affect the students, directly and indirectly.
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Yan, Ling. "Research on the Strategy of Home-School Cooperation in Precision Support Work of Colleges Based on Psychological Quality of the Students." In 6th Annual International Conference on Social Science and Contemporary Humanity Development (SSCHD 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210121.025.

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LAMARI, Meryem, and Youcef LAZRI. "Mobility Practice, What Solutions to Ensure the Safety of The Surroundings of Schools? Case Study: Tarek Ibn Ziad School, Guelma." In 4th International Conference of Contemporary Affairs in Architecture and Urbanism – Full book proceedings of ICCAUA2020, 20-21 May 2021. Alanya Hamdullah Emin Paşa University, 2021. http://dx.doi.org/10.38027/iccaua2021205n1.

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The school is the primordial nucleus of society, inscribed in the city, in the neighbourhood. On this scale, taking into account road safety around schools and on home-school journeys is a priority. This problematic was applied to the primary school of "TAREK IBN ZIAD" in Guelma city that is located near the primary roads characterized by dense road traffic and mobility practice which cannot be marginalized. This work aims to improve a feeling of belonging and social security, and also, strengthening mitigation measures or setting up specific programs to improve security. To properly conduct this scientific research, an inventory (diagnosis) must be established around the school and its surroundings. Collection of data was based on: a direct observation, a school survey by questionnaire, a series of interviews involving all the actors concerned as sources of information. The results obtained confirm the marginalized situation of the school surroundings. The vast majority of the participants stressed the need to work in partnership with all stakeholders to find sustainable solutions to this recurring problem.
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Tan, Hongxiu. "A study on the Relationship between Work Burnout and Social Support of Rural Middle School Teachers in Shaoguan Based on SPSS." In 2021 International Conference on Internet, Education and Information Technology (IEIT). IEEE, 2021. http://dx.doi.org/10.1109/ieit53597.2021.00139.

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Chadnenko, L. S., and A. V. Ivanov. "The work of preschool educational institutions during the Great Patriotic War (1941–1945)." In XXV REGIONAL SCIENTIFIC CONFERENCE STUDENTS, APPLICANTS AND YOUNG RESEARCHERS. Знание-М, 2020. http://dx.doi.org/10.38006/907345-63-8.2020.60.68.

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The history of preschool education during the Great Patriotic War (1941– 1945) is analyzed in the article. The peculiarities of the formulation of educational tasks in preschool institutions during wartime period is considered. When conducting the research, the following methods were used: analysis of pedagogical, literary and archival sources, including periodicals, generalization of data. The classification of the main social institutions implementing pre-school education in the wartime period, including in Kolyma, is carried out based on the analysis of pedagogical, literary and archival sources and generalization of the data.
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DAUKILAS, Sigitas, and Rita KEIBIENĖ. "FRAMEWORK OF VOCATIONAL SCHOOL AND UNIVERSITY OF APPLIED SCIENCES TEACHER ACTIVITIES: MOTIVATIONAL FACTORS, PROFESSIONAL ROLES AND APPLICATION OF EDUCATIONAL TECHNOLOGIES IN CORRELATION WITH PERSONALITY TRAITS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.238.

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The relevance of this research is based on the standpoint of the epistemological methodology focusing on the quality of the profession cognition. Therefore, it is presumed that the quality of vocational education is determined by the variable personality traits of teachers (extraversion, openness towards experience and innovation, consciousness, agreeableness, neuroticism). The research object of the current study is the correlation between the personality traits of university of applied sciences teachers and vocational teachers and the curriculum components. The research aims at identifying the correlation between the motives of vocational school and university of applied sciences teacher activities, educational technologies they use, professional roles and their personality traits, as well as identifying the essential differences of the mentioned variables. The quantitative and qualitative research strategies were employed allowing the researchers to perceive and assess the parameters of the correlation between the professional identity of teachers, meaningfulness in pedagogical work, motivation and educational content. The research results revealed that the social, extrinsic, introjected and identified regulation motivation in vocational schools and universities of applied sciences vary considerably; in universities of applied sciences social and identified regulation motivations manifest themselves, whereas in vocational schools a lot of demotivating factors related to the problems of vocational student identity, career prestige of a vocational teacher and external motivation, are observed. The role of vocational school and university of applied sciences teachers in the didactic process also varies: university of applied sciences lecturers identify themselves in the position of the teacher-andragogue, whereas vocational school teachers see their role as a professional (expert). Moreover, the principles of social constructivism in pedagogy and andragogy are more effective among university of applied sciences lecturers, while vocational school teachers often have to rely on the behaviouristic principles of pedagogy for educational assessment and the enhancement of student motivation.
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Szczesniak, Bartosz. "IT TOOL CREATED IN LINE WITH THE CONCEPT OF �MICROTOOLS BASED ON THE RELATIONAL DATA MODEL� TO SUPPORT THE PROCESS OF WORK PLANNING FOR SPECIAL SCHOOL TEACHER ASSISTANTS." In 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2017. Stef92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/15/s05.071.

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Miaz, Y., Gustina Gustina, Y. Ningsih, and Y. Helsa. "The Development of Educative Game “Word Find” for Instructional Media Based on Android at Elementary School." In Proceedings of the First International Conference on Economics, Business and Social Humanities, ICONEBS 2020, November 4-5, 2020, Madiun, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.4-11-2020.2304596.

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Santana, Aldrin, Jeovani Costa, and Simey Castro. "Considerações relevantes para o ensino online durante a pandemia de Covid-19 nas escolas públicas do Amapá." In Simpósio Brasileiro de Sistemas Multimídia e Web. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/webmedia_estendido.2020.13080.

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Th is work has the theme: Relevant considerations for inline teaching during the COVID-19 pandemic in Public Schools in Amapá. It may be considered that the online teaching has been a challenge for the teacher and for the student, because the difficulties a re innumerable: Internet access, cellphone or computer. The fact is that no one was prepared for this situation, nor the Amapá Secretariat of Education, as well as school managers, teachers students and their families. Everyone had to use creativity to develop students’ learning process. Th us, this new modality requires reflection on the consideration of relevance that can contribute to education quality. Th ese considerations highlight the importance and the family compromise at this moment to encourage the children to attend classes; teachers can create alternatives at websites, groups at social media and messengers’ apps; schools to offer tools to teachers and students in this interaction and the State Secretariat of Education providing support to enable the necessary conditions to minimize the impact suffered in relation to the students’ content and learning. Due to a certain part of the students not having access to the Internet, one of the alternatives found was delivering the activities on printed material. Our objective is knowing the difficulties presented during this period of pandemic in online education for the actors of the process and the expected solutions by the Educational System with the schools. Th e methodology used to carry out the work is based on bibliographic research. Therefore, it was found that innovation and creativity was means that the school was able to involve students so that they did not distance themselves, not necessarily using the technology, but making them part of the process and promoting reflection about their maturity in distance learning. From the above, it is concluded the importance of the Amapá State Secretariat of Education, of the school, of the teacher and the family to develop the potential of each student and to prepare them for the development of their knowledge and learning.
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Storcheus, Nadezhda. "Herman Cohen’s Influence on the Baden School of Neo-Kantianism in Russia Based on Works by Boris Valentinovich Yakovenko." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.15.

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Reports on the topic "School Based Social Work"

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Jaszkowiak, Phyllis. A program of school social work. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1869.

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Fishack, Stephen. An Alumni survey of the School of Social Work, Portland State University. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5332.

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Alexander, Dicks, Levels Mark, and van der Velden Rolf. From school to where? How social class, skills, aspirations, and resilience explain unsuccessful school-to-work transitions. Maastricht University, Graduate School of Business and Economics, 2020. http://dx.doi.org/10.26481/umagsb.2020013.

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Alexander, Dicks, Levels Mark, and van der Velden Rolf. From school to where? How social class, skills, aspirations, and resilience explain unsuccessful school-to-work transitions. Research Centre for Education and the Labour Market, 2020. http://dx.doi.org/10.26481/umaror.2020005.

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Paull, Beverly. Self-awareness Testing for School of Social Work Students at Portland State University. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1675.

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Copeland, Sharon. Factors in evaluation of student performance in a graduate school of social work. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.644.

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Hall, George. An Evaluation of a Graduate Social Work Training Program at John Adams High School. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1700.

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Bates Mike, Paula. Evaluation of the Admissions Process at Portland State University School of Social Work : Prediction and Performance. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1808.

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Cunningham, Miranda. Bridging the Worlds of Home and School: a Study of the Relational Worlds of First-Generation Students in a School of Social Work. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3083.

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Price, Anna, Latika Ahuja, Charlotte Bramwell, Simon Briscoe, Liz Shaw, Michael Nunns, Gareth O'Rourke, Samantha Baron, and Rob Anderson. Research evidence on different strengths-based approaches within adult social work: a systematic review. NIHR, October 2020. http://dx.doi.org/10.3310/hsdr-tr-130867.

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