Journal articles: '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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Raines, J. C. "Evidence-Based Practice in School Social Work: A Process in Perspective." Children & Schools 26, no. 2 (April 1, 2004): 71–85. http://dx.doi.org/10.1093/cs/26.2.71.

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Alvarez, M., and C. Anderson-Ketchmark. "Review of an Evidence-Based School Social Work Intervention: Second Step." Children & Schools 31, no. 4 (October 1, 2009): 247–50. http://dx.doi.org/10.1093/cs/31.4.247.

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Testa, Doris. "What do primary students say about school-based social work programmes?" International Journal of Qualitative Studies in Education 27, no. 4 (March 18, 2013): 490–508. http://dx.doi.org/10.1080/09518398.2013.771227.

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Jackson, C. Kirabo, Shanette C. Porter, John Q. Easton, Alyssa Blanchard, and Sebastián Kiguel. "School Effects on Socioemotional Development, School-Based Arrests, and Educational Attainment." American Economic Review: Insights 2, no. 4 (December 1, 2020): 491–508. http://dx.doi.org/10.1257/aeri.20200029.

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Using value-added models on data from Chicago Public Schools, we find that high schools impact students' self-reported socioemotional development (SED) by enhancing social well-being and promoting hard work. Conditional on their test score impacts, schools that improve SED in ninth grade reduce school-based arrests and increase high school completion and college going. For most longer-run outcomes, using both SED and test score value added more than doubles the variance of the explained school effect relative to using test score value added alone. Results suggest that high school impacts on SED can be captured using self-report surveys and SED can be fostered by schools to improve longer-run outcomes. (JEL I21, J24, K42)

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Kholdarova, Indira Abdukarimovna. "SCHOOL BULL SCHOOL BULLYING IN THE CON YING IN THE CONTEXT OF SOCI TEXT OF SOCIAL PEDAGOGY." Scientific Reports of Bukhara State University 5, no. 1 (February 26, 2021): 239–50. http://dx.doi.org/10.52297/2181-1466/2021/5/1/19.

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Background. This article attempts to describe school bullying in the context of social pedagogy. The purpose of this article is to concretize the algorithm of social pedagogy in organizing support groups for victims of school bullying. Methods. The study of scientific papers by scientists allowed us to understand that the main method of organizing support groups is to restore a favorable atmosphere in the classroom by involving children themselves. The method of prevention of bullying - "Without blame" - is based on humanistic ideas of innocence of all bullying participants. The technology of appropriate social pedagogical work is a clearly structured process that consists of seven stages. Results and discussions. An approximate algorithm of activities for creating anti-bullying support in an educational organization is recommended for social teachers. Key components of the prevention and response to school violence program are described. Analyzing the above methods, we can highlight core components. Programmes to prevent and respond to school violence: the school director should demonstratively follow the program.

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Alvarez, M. E., and C. Anderson-Ketchmark. "Review of an Evidence-based School Social Work Intervention: Check & Connect." Children & Schools 32, no. 2 (April 1, 2010): 125–27. http://dx.doi.org/10.1093/cs/32.2.125.

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Raymond, Frank B. "The Development of International Programs in a School of Social Work." Advances in Social Work 15, no. 1 (April 2, 2014): 143–62. http://dx.doi.org/10.18060/16644.

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During the last decade increasing numbers of schools of social work have adopted an international mission and have developed a variety of activities to reflect their global perspective. In earlier years, however, relatively few schools expressed a global mission, offered coursework on international social work, provided field placements or other opportunities to expose students to international learning, or extended components of their academic programs to other countries. An early leader in doing such things was the College of Social Work at the University of South Carolina (COSW), where the author was privileged to serve as dean for 22 years (1980-2002) when many of these developments occurred. This paper will discuss how this school acquired an international mission and developed various programs to manifest this commitment. The paper will describe, in particular, the college’s signature achievement in international social work education – the development and implementation of a Korea-based MSW program. The COSW was the first school of social work in the US to offer a master’s degree in its entirety in a foreign country. It is hoped that the recounting of this school’s experiences will offer guidance to other social work education programs that are exploring ways of expanding their international initiatives.

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Amato, Cyndi, Shelley Cohen Konrad, Lane W. Clarke, Caryn Husman, Audrey Bartholomew, and Caroline Beals. "Jumpstarting Cross-Discipline Collaboration in Undergraduate Social Work Education." Advances in Social Work 20, no. 2 (September 10, 2020): 473–96. http://dx.doi.org/10.18060/23654.

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This paper examines the integration of undergraduate teacher education students into interprofessional activities with social work and pre-occupational therapy undergraduates. Like health professionals, school-based professionals work across disciplines daily and come together for critical decision-making on behalf of vulnerable and special needs students. Although evidenced-based pedagogy in interprofessional education (IPE) has become common in graduate and professional health education, less is known about its implementation in undergraduate education and with non-health-related disciplines. This article describes a 2-year interprofessional undergraduate simulation project with social work, teacher education, and pre-occupational studies students working prospectively in a K-12 school setting. Survey data found that students gained confidence in their disciplinary roles as well as in their abilities to communicate and collaborate effectively as a result of participation in the school-based simulation and related activities. The project highlighted the benefits of situating theory-driven undergraduate interprofessional learning in settings beyond healthcare and the need for developing assessment tools inclusive of undergraduates and relevant to a range of workforce environments.

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Pulla, Venkat, and Amanda Kay. "Response to a strengths-based approach in social work in schools: An Indian school in Dubai." International Social Work 60, no. 6 (February 26, 2016): 1418–32. http://dx.doi.org/10.1177/0020872815617996.

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Beddoe, Liz. "Managing identity in a host setting: School social workers' strategies for better interprofessional work in New Zealand schools." Qualitative Social Work 18, no. 4 (December 9, 2017): 566–82. http://dx.doi.org/10.1177/1473325017747961.

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Social workers in New Zealand other schools work with other school professionals to respond to potential child maltreatment in the school setting, but little is reported about their experience of interprofessional collaboration. An exploratory qualitative study focused on school professionals’ process when responding to child maltreatment. The author conducted 20 semi-structured telephone interviews with social workers to explore their interprofessional work with teaching professionals. Many challenges were reported including power imbalances; resource issues, especially inadequate time given their placement in multiple schools; marginalisation, and teachers’ inconsistent understanding of the social work role. Social workers reported relationship-based strategies to manage these challenges, and a sense of pride and identity was apparent in these accounts. Patient relationship building was a key strategy to build respect and understanding of social work knowledge and skills. A reading of Bourdieu's discussion of social distinction suggests social work is often perceived as a profession lacking the confidence of the “distinguished possessor” of capital and more of the uncertainty of the “pretentious challenger”. A professional capital framework, that positions school-based social workers as ‘guests’ in a host setting, is useful in understanding these dynamics and how social workers choose to respond. This study suggests that preparation for school social work might usefully focus on interprofessional working and in particular support the development of conscious, principled yet pragmatic relationship-building skills to bridge the gap between the teaching and social work professions and improve the welfare of children.

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Rosa, Mauricio Bueno da, Eliane Griep Gomes Bitencourt, and Muhammad Ridwan. "School Management from the Perspective of Social Transformations at Work." SIASAT 6, no. 1 (January 31, 2021): 53–58. http://dx.doi.org/10.33258/siasat.v6i1.89.

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In this article we intend to address the context of the school routine that is governed by rules developed by the sectors responsible for school management. In the bureaucratization of school work we see the same meaning and dimensions as the bureaucratization of other sectors of production. As the training of the workforce was transferred to the school, this institution incorporated in its organization and functioning new elements and fundamental characteristics to achieve a good performance as a socializing agency for the worker. On the other hand, the figure of the autonomous teacher, of the humanist, encyclopedist type, has also disappeared. Whether in public education or in the private network, the vast majority of teachers are in the condition of salaried workers. In this way, the process of proletarianization of teaching workers is characterized, characterized by their working conditions. The division of school work, as it developed based on the same principles as the so-called management theories, reinforces the reproduction of capitalist logic in school pedagogical practice because new practices and relationships are crystallized in this practice.

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Bolin, Anette, and Emma Sorbring. "The self-referral affordances of school-based social work support: a case study." European Journal of Social Work 20, no. 6 (January 16, 2017): 869–81. http://dx.doi.org/10.1080/13691457.2016.1278521.

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Kozakiewicz, Joe, Delanie Pope, and Kimberly Battjes. "Michigan State University’s Chance at Childhood Program." Advances in Social Work 20, no. 2 (September 10, 2020): 300–319. http://dx.doi.org/10.18060/23658.

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A key component of all graduate level social work programs is the field-based educational experience designed to provide students the opportunity to practice while under the supervision of both a field-based mentor and a faculty member within the school. Social work programs must develop and maintain ties with organizations and agencies within the community to facilitate a wide variety of options for students. Separately, social work schools are increasingly developing relationships with other professional schools, most often with law schools, to allow students to study from an interprofessional perspective. In this article, the authors review existing literature regarding social work interprofessional education, focusing on law and social work. The authors will describe Michigan State University’s School of Social Work Chance at Childhood Program, designed to train future social workers and lawyers from an interprofessional perspective in the classroom, in the field, and in a variety of community-based advocacy projects. Finally, the authors will discuss the results of preliminary research efforts designed to measure the program's effectiveness at achieving the program goals set forth in the program’s logic model.

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Xu, Shijing, and Michael Connelly. "Narrative inquiry for school-based research." Narrative Inquiry 20, no. 2 (December 10, 2010): 349–70. http://dx.doi.org/10.1075/ni.20.2.06xu.

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Narrative inquiry is a rapidly developing social sciences and humanities research methodology. In this paper we provide a brief history of this development, indicate some of the distinguishing features of different lines of narrative inquiry, and describe a practical line of work which explicitly addresses school-based research.

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Kourkoutas, Elias, and Theodoros Giovazolias. "School-Based Counselling Work With Teachers: An Integrative Model." European Journal of Counselling Psychology 3, no. 2 (March 31, 2015): 137–58. http://dx.doi.org/10.5964/ejcop.v3i2.58.

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Teachers increasingly face many challenges in a wide range of areas, mainly in those related to their students’ behavioural problems and psychological well-being. Evidence shows that teachers can effectively assist students at risk or with difficulties, when they are adequately guided and supported by well-trained school counsellors. Hence, the need for more holistic and systemic school-based interventions for children at risk and their families, as well as specialized assistance for teachers is advocated by many authors. Focusing on the role of teachers in promoting the social-emotional health of pupils at risk, the authors present the key components of an innovative counselling intervention within school context that focuses on enabling teachers being more resilient and more confident in order to better deal with cases of “difficult” students. The model integrates elements of systemic, psychodynamic and resilience based thinking with a strong emphasis on “inclusive education” issues. The authors describe the key theoretical background and the various aspects of this model, discussing the challenges of its implementation. They finally propose that in order to be effective, such models should emphasize the collaborative, dialectical, and systemic aspects of the counselling process with teachers. The final conclusion is that school counsellors have a critical role to play in supporting teachers helping their “difficult” pupils avoid school exclusion and develop further mental health problems.

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Beddoe, Liz, and Irene De Haan. "Addressing concerns about child maltreatment in schools: A brief research report on social work involvement in reporting processes." Aotearoa New Zealand Social Work 30, no. 1 (April 3, 2018): 58–64. http://dx.doi.org/10.11157/anzswj-vol30iss1id421.

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INTRODUCTION: School-based social workers (SWiS) in Aotearoa New Zealand work alongside teachers and principals to improve child wellbeing. The SWiS experience in addressing concerns about possible child abuse and neglect (CAN) is under-researched.METHOD: In the first phase of the project, the authors undertook semi-structured interviews with 20 SWiS to explore their experiences of how school professionals addressed CAN.FINDINGS: Some considerable variation in making formal notifications of concerns to the statutory agency was found. In some schools SWiS made all the notifications, in others none, and in some schools the process was variable. Stigma associated with child abuse was reported as a factor in attitudes towards reporting. School-based social workers reported the need for better education and policy to guide schools to address CAN.IMPLICATIONS: More joint education is needed to ensure a common knowledge base and better interprofessional work. There is potential for SWiS to support this work if better resourced.

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Burke, Ronald J., and Esther Greenglass. "Work Stress, Role Conflict, Social Support, and Psychological Burnout among Teachers." Psychological Reports 73, no. 2 (October 1993): 371–80. http://dx.doi.org/10.2466/pr0.1993.73.2.371.

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This study examined a research model developed to understand psychological burnout among school-based educators. Data were collected from 833 school-based educators using questionnaires completed anonymously. Four groups of predictor variables identified in previous research were considered: individual demographic and situational variables, work stressors, role conflict, and social support. Some support for the model was found. Work stressors were strong predictors of psychological burnout. Individual demographic characteristics, role conflict, and social support had little effect on psychological burnout.

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Hong, Soon-Hae, and Soo-Eun Choi. "The Study on the Application of Problem-Based Learning(PBL) Method to a School Social Work Class." Journal of School Social Work 33 (March 30, 2016): 25–51. http://dx.doi.org/10.20993/ssw.33.2.

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Waasdorp, Tracy Evian, Sarah Lindstrom Johnson, Kathan D. Shukla, and Catherine P. Bradshaw. "Measuring School Climate: Invariance across Middle and High School Students." Children & Schools 42, no. 1 (December 18, 2019): 53–62. http://dx.doi.org/10.1093/cs/cdz026.

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Abstract Positive school climate has been consistently associated with many desirable student outcomes in both middle and high schools. However, there has been little work comparing the perceptions across these two school settings. The U.S. Department of Education conceptualized a three-factor model for school climate consisting of safety, engagement, and environment. Drawing on data from 29,720 middle and 34,950 high school students, the fit of the three-factor model was examined for measurement invariance, to explore whether the measure functioned similarly across both middle and high schools. The results indicated measurement invariance, which suggests that practitioners and researchers can confidently compare findings across middle and high schools to inform local decision making related to school-based programming. A series of multilevel analyses also explored the extent to which perceptions of school climate differed for middle and high school students; these results generally indicated that middle school students perceived the school more favorably than high school students. Implications of these findings for social workers are considered.

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Schmader, Toni, and William M. Hall. "Stereotype Threat in School and at Work." Policy Insights from the Behavioral and Brain Sciences 1, no. 1 (October 2014): 30–37. http://dx.doi.org/10.1177/2372732214548861.

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In any diverse society, public policy can help to provide equal access to opportunities for achieving one’s potential in school and work. However, even as policies in the United States have sought to eradicate institutionalized discrimination on the basis of race or sex, women and minorities continue to underperform academically and are systematically underrepresented in the highest earning occupations. Social psychological research suggests that negative stereotypes about women and minorities can create subtle barriers to success through stereotype threat. This occurs when individuals become concerned that they might confirm a negative stereotype about their group. This article outlines current research on the processes that underlie stereotype threat and how this work informs effective policies to reduce its effects. Using an evidence-based analysis, we review the risks and the benefits of four policies to narrow gender and racial gaps in academic and workplace performance: affirmative action, diversity training, creating identity-safe environments, and teaching coping strategies. Policies informed by social psychological theory and research can help recover the lost human potential due to stereotype threat without disadvantaging or cuing backlash among the majority.

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Wang, Meng, Shijing Chu, and Guosheng Deng. "Effect of Post-Disaster School Social Work and Its Causal Analysis." China Nonprofit Review 8, no. 1 (May 21, 2016): 93–107. http://dx.doi.org/10.1163/18765149-12341307.

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This research, based on a case study of Foundation A’s Ya’an post-quake relief project, combines static group-to-group comparative experiments and discussions of focus groups to discuss and analyze the effect of post-disaster school social work and its cause in the four dimensions of psychological status, health status, learning status and behavior. Comparatively speaking, the post-disaster school social work has had the most notable positive influence upon the psychological status of the students in the disaster-stricken areas and some influence on their learning and behavior. The effect of the post-disaster school social work is related to the mode, professional level, value orientation and interaction status of the intervention. In the post-disaster relief, it is necessary to carry out school social work, to improve the recruitment system for social work, provide better services, build a multi-party participation mechanism and ensure an unimpeded feedback channel, so as to improve the relief effect.

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Brown, Samantha J., Daniel P. Mears, Nicole L. Collier, Andrea N. Montes, George B. Pesta, and Sonja E. Siennick. "Education versus Punishment? Silo Effects and the School-to-prison Pipeline." Journal of Research in Crime and Delinquency 57, no. 4 (January 7, 2020): 403–43. http://dx.doi.org/10.1177/0022427819897932.

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Objectives: This article examines the influence of social context on punishment decisions. To this end, we present a theoretical framework to identify outcomes that can occur when police and probation officers work in schools. Method: The proposed framework draws on organizational theory as well as scholarship on school discipline and punishment and the effects of placing officers in schools. It also draws from insights gathered from site visits, interviews, and focus groups conducted as part of a process evaluation of a school-based delinquency prevention program. We then present data from interviews and focus groups with 41 school-based safety staff to examine the plausibility of the hypothesized framework. Results: We find that officers’ goals interact with the goals of school-based actors to influence punishment-related outcomes. We also find that officers are not always the more punitive force in the schools and that placing officers in schools may have positive as well as negative effects for youth. Conclusions: The findings suggest that current accounts of officers in schools are incomplete. Dynamic interactions may occur within organizational partnerships and should be considered when seeking to understand punishment decisions not only in schools but also in other settings.

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Sabatino, C. A., E. C. Kelly, J. Moriarity, and E. Lean. "Response to Intervention: A Guide to Scientifically Based Research for School Social Work Services." Children & Schools 35, no. 4 (October 1, 2013): 213–23. http://dx.doi.org/10.1093/cs/cdt017.

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Sliva, Shannon M., and Richard Hoefer. "Social Enterprise Among University-Based Centers in US Schools of Social Work." Social Work Education 35, no. 1 (January 2, 2016): 50–64. http://dx.doi.org/10.1080/02615479.2015.1075495.

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Ibrahim, Maulana, Harini Harini, and Susilaningsih Susilaningsih. "The Effect of Teachers, Work Environment, and Work Satisfaction on the Performance of IPS Teachers of the Demak Regency." International Journal of Multicultural and Multireligious Understanding 6, no. 2 (June 13, 2019): 798. http://dx.doi.org/10.18415/ijmmu.v6i2.785.

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The purpose of this study is to find out whether there is a positive influence on teacher competence, work environment and job satisfaction on the performance of social studies teachers in the simultaneous learning process at Demak State Middle School. This type of research is descriptive quantitative research because it uses multiple linear regression analysis. Based on its classification, this study included a correlation study. Based on its nature, this research is basic research. According to the time, this type of research is a cross sectional survey. The population in this study were all Social Sciences teachers in Demak District Middle School, which numbered 118 Social Studies teachers. This study uses the proportionate stratified random sampling technique. Based on the results of the calculation, it was obtained that the R Square amounted to 0.521 or 52.1%, which meant that teacher competencies had an influence with a category of 52.1% on the performance of junior high school teachers. Based on the results of the calculation, it was obtained that the R Square amounted to 0.722 or 72.2%, which meant that the work environment had an influence with a category of 72.2% on the performance of junior high school teachers. Based on the results of the calculation obtained by the results of R Square of 0.722 or 79.0%, which means that job satisfaction has an influence with a category of 79.0% on the performance of junior high school teachers. Based on the calculation results obtained by the results of R Square of 0.865 or 86.5% which means that teacher competency, work environment and job satisfaction have an influence with a category of 86.5% on the performance of junior high school teachers, while the remaining 13.5% is influenced by other factors. The results of this study are expected to be useful, as a guide for principals in managing learning in the educational institutions they lead.

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Stasz, Cathleen, and Dominic J. Brewer. "Work-Based Learning: Student Perspectives on Quality and Links to School." Educational Evaluation and Policy Analysis 20, no. 1 (March 1998): 31–46. http://dx.doi.org/10.3102/01623737020001031.

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Programs that incorporate work-based learning (WBL) experiences in connection with school activities are proliferating, yet we know very little about their quality as learning experiences for young people or the costs associated with participating in them. This article examines two programs operating in the same school district, where students receive course credit for participating in WBL. One program provides unpaid internships each year of high school; the other provides paid work experience for one semester. We contrast the kinds of learning opportunities each offers to students, as measured by a student survey and a case study of program operations. We focus on two issues: the quality of students’ work experiences in these programs and the relationship between program participation and school learning, including effects on school work and social experiences. We find that students perceive the quality of their work experiences to be very similar across the programs despite differences in the type of work involved and in several structural features of the programs. We find that both programs have weaknesses in establishing connections between school and work and that the number of hours students work negatively affects some aspects of school performance, such as having time to do homework and the desire to stay in school. Our findings raise questions about the value added of WBL, given costs associated with the program design and delivery and, in some cases, with participation.

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Brent, John J. "Placing the criminalization of school discipline in economic context." Punishment & Society 18, no. 5 (August 1, 2016): 521–43. http://dx.doi.org/10.1177/1462474516642858.

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The topic of school discipline and punishment has received growing attention. Much of this work explores the rise of exclusion-based policies, increasingly punitive practices, and a buildup of security in schools. Explanations for this often focus on large-scale incidents, the perpetuation of social inequalities, students’ perceived racial/ethnic threat, and shifts in modern governance. Little work, however, has considered the financial aspects influencing schools to adopt criminal justice-based disciplinary practices. This article expands the literature by offering a multilevel investigation that contextualizes a “criminalized school discipline” within economic conditions over the last 30 years. In particular, this article delineates how four economic trends have influenced this trend. These include changes within the postindustrial labor market, federal incentives and markets prioritizing greater school security, tightening financial resources amid budget cuts, and the criminalization of the youth consumer economy. Though prior explanations lend noteworthy explanations for the rise of a punitive disciplinary code in schools, they overlook important economic effects. Investigating these financials conditions will help unpack the complex nature of school discipline while uncovering noteworthy policy implications for how youth are reacted to and punished.

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Schlessinger, Sarah, and Celia Oyler. "Commentary: Inquiry-Based Teacher Learning for Inclusivity: Professional Development for Action and Change." LEARNing Landscapes 8, no. 2 (August 2, 2015): 39–47. http://dx.doi.org/10.36510/learnland.v8i2.694.

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University-school partnerships can offer teachers a space for inquiry into theory-based practice related to teaching for equity, inclusivity, and justice. The Teachers College Inclusive Classrooms Project (TCICP) invites city teachers to join an Inquiry to Action Team where they collectively interrogate students’ access to full participation in schools. Teachers are enthusiastic about this work and eagerly share their wisdom and carefully document their yearlong journeys into creating greater access and participation for students. The inquiry teams function as an alternate space for educators to share their work, ponder their pedagogical beliefs, and analyze power relationships in their classrooms and schools. As participants are validated in their work in this alternate space, they are able to build agency as intellectuals and act inclusively and for social justice within their own school spaces.

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Veelen, Ruth van, Peter J. C. Sleegers, and Maaike D. Endedijk. "Professional Learning Among School Leaders in Secondary Education: The Impact of Personal and Work Context Factors." Educational Administration Quarterly 53, no. 3 (January 25, 2017): 365–408. http://dx.doi.org/10.1177/0013161x16689126.

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Purpose: School leadership is fundamental in efforts to successfully implement school reform and improve student and teacher learning. Although there is an abundant amount of research on school leaders’ formal training, assessment, and practice, little is known about their informal professional learning. In other words, how do school leaders learn at the workplace? To answer this question, we took an interactionist approach and argued that school leadership learning is based on the interplay between the school environment and the person. Specifically, we investigated the effect of school context (learning climate, social support), task (task variation), and the personal factor self-efficacy on both individual (reflection and career awareness) and social (asking for feedback and challenging groupthink) learning activities. Method: A questionnaire was administered among 1,150 school leaders in Dutch secondary education. Structural equation modeling was used to test the proposed relationships between our model variables. Findings: Self-efficacy positively predicted all four learning activities. Task variation positively predicted asking for feedback and reflection. Learning climate positively predicted asking for feedback, reflection, and career awareness. Interestingly, the effect of social support was twofold: It positively predicted social learning, but it negatively predicted individual learning. Finally, self-efficacy was an important mediator in the relationship between school context and professional learning. Conclusions: This study demonstrates how personal, task, and school context factors affect school leaders’ professional learning. These insights help develop tools and conditions for leaders to reflect and discuss on their practice, and to set an example for lifelong learning in schools.

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Gellis, Zvi. "Using Technology to Evaluate a Web-Based Clinical Social Work Research Course." Advances in Social Work 5, no. 1 (April 30, 2004): 77–90. http://dx.doi.org/10.18060/56.

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This article reports on a clinical research methods course taught online to a total of 90 off-campus MSW students in the fall of 1999, 2000, and 2001. The course was taught in a mid-size public university in a CSWE-accredited School of Social Work. The purpose of the course was to teach single subject design research skills for the evaluation of clinical social work practice. The student experience of the online course was assessed using qualitative interviews that add a deeper, textured understanding of the various facets of online instruction from the learner's perspective. Important dimensions for social work instruction in online courseware were delineated. A collaborative learning and teaching framework is presented for those social work educators interested in implementing web-based courses.

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Huang, Amy L. "School social workers in the USA: Using collaboration to maximize service delivery and utilizing evidence based practices for social skills building." Social Work and Social Sciences Review 18, no. 3 (January 10, 2017): 101–12. http://dx.doi.org/10.1921/swssr.v18i3.976.

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Abstract: In the USA, school social workers play a vital role nurturing a child’s social-emotional development in all grade levels. School social workers collaborate with teachers, administrators and parents to provide optimal support for students to remain in school. This paper focuses primarily on how social workers could implement evidence-based social skills programs that maximize the potential of school children’s success and engagement in school. When parents and teachers are involved in these interventions, students are more likely to generalize the skills they have learned to a wide range of settings. Future implications indicate that more research should be conducted regarding how school social workers could continue to work effectively with school administrators and parents to achieve positive outcomes for students.

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Gibbs, Benjamin G., Miles Marsala, Ashley Gibby, Miriam Clark, Craig Alder, Bryce Hurst, Dustin Steinacker, and Brent Hutchison. "“Involved Is an Interesting Word”: An Empirical Case for Redefining School-Based Parental Involvement as Parental Efficacy." Social Sciences 10, no. 5 (April 29, 2021): 156. http://dx.doi.org/10.3390/socsci10050156.

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School-based parental involvement is a common practice in the United States, and yet there is an emerging view that parents’ involvement in schools may have little if any academic benefit for their children. However, such conclusions are often based on narrowly construed survey questions, such as “Did you attend PTA in the past year?”. In our study, we re-examine commonly used measurements of school-based parental involvement using 130 interviews with parents and administrators across three diverse elementary schools. We compare conventional survey measures of school-based parental involvement with our own qualitative assessments of parental efficacy. Notably, we find that highly efficacious parents employed a wide range of involvement strategies, undetected by some traditional metrics of involvement (i.e., attending PTA meetings). As expected, we also find that efficacious parents were largely advantaged themselves and concentrated in advantaged schools. However, school contexts can play a powerful role in shaping the reception of parents’ engagement with schools—the presence of a Spanish immersion program transformed how teachers and administrators interpreted the involvement activities of Latinx parents. Our results point to the importance of (1) recasting parental involvement as parental efficacy and (2) integrating school contexts to understand how efficacy can be more effectively encouraged and deployed.

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ENACHE, Prof Adina NICHITA, Dumitru. "TIKTOK - THE INFLUENCE ON SCHOOL PERFORMANCE AND SOCIAL LIFE OF ADOLESCENTS." Pro Edu. International Journal of Educational Sciences 3, no. 4 (January 27, 2021): 62–70. http://dx.doi.org/10.26520/peijes.2021.4.3.62-70.

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Mobile applications are a significant part of our lives, especially the applications that help solve particular problems at certain stages of our lives or those that are the very object of our work. In the field of education, mobile applications have been integrated in the teaching of lessons or in the transmission of information. Various applications on the market have been largely adopted for the information transmission from the educational environment. TikTok is one of these applications, and in this article we aim to analyze the advantages and disadvantages of using this application in the educational environment. At the same time, the effects of the heavy use of this application by adolescents are analyzed and also inadequate situations to be avoided in the use of the application are highlighted. Statistical data are presented through a questionnaire-based study. At the end of the article opinions on the purpose of the application and its use in education, as an educational tool are presented

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Proctor, E. K. "Social work, school violence, mental health, and drug abuse: A call for evidence-based practices." Social Work Research 26, no. 2 (June 1, 2002): 67–69. http://dx.doi.org/10.1093/swr/26.2.67.

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Bennett, Jeffrey V. "Work-Based Learning and Social Support: Relative Influences on High School Seniors' Occupational Engagement Orientations." Career and Technical Education Research 32, no. 3 (January 1, 2007): 187–214. http://dx.doi.org/10.5328/cter32.3.187.

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MacKinnon, David P., Mark D. Weber, and Mary Ann Pentz. "How Do School-Based Drug Prevention Programs Work and for Whom?" Drugs & Society 3, no. 1-2 (June 7, 1989): 125–44. http://dx.doi.org/10.1300/j023v03n01_06.

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Pucci, Renata. "english teacher's work in relation to the prescriptions of the official documents and the work conditions in the public school." Signum: Estudos da Linguagem 21, no. 2 (November 13, 2018): 243. http://dx.doi.org/10.5433/2237-4876.2018v21n2p243.

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This paper presents an enunciative analysis of the discourses of a group of teachers aiming to understand the ways in which the teachers elaborate the English teaching in the public school in relation to the prescriptions of the official documents and the work conditions. The theoretical basis for the enunciative-discursive analysis is based on Bakhtin and Volochínov, authors who theorize the social, dialogic and ideological language in the discursive formation of the individual. The text develops a brief contextualization of the scenary in which the teaching of English is established in public schools, including the trajectory of the insertion of the English language in the curriculum of the schools and the presentation of official documents that support the offer of the subject. The analyzes indicate that the official documents discourses organize the teachers’ view of English language teaching practices in the public school, guide the evaluation of the teaching methods and the appreciation of the work itself in the classroom.

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Wiley, Stephanie A., Lee Ann Slocum, Jennifer O’Neill, and Finn-Aage Esbensen. "Beyond the Breakfast Club: Variability in the Effects of Suspensions by School Context." Youth & Society 52, no. 7 (January 1, 2020): 1259–84. http://dx.doi.org/10.1177/0044118x19896716.

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Rather than mitigating behavioral issues, exclusionary school disciplinary practices can actually increase student misbehavior and school dropout. However, the impact these sanctions have on students may vary based on school climate, particularly whether the environment is inclusive or punitive. Relying on a sample of over 2,000 students within 26 schools, we examine whether school climate shapes the impact of suspension on future delinquency and later school sanctions. We find that suspension is associated with increased misbehavior and additional sanctioning, regardless of school climate. These results suggest that suspensions can cause harm no matter the environment in which they are meted out, and schools should work to reduce their use of exclusionary punishments.

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Oliveira, Breynner Ricardo, and Doriana Daroit. "Public policy networks and the implementation of the Bolsa-Família Program: An analysis based on the monitoring of school attendance." education policy analysis archives 28 (August 17, 2020): 120. http://dx.doi.org/10.14507/epaa.28.4499.

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The paper analyzes the connections derived from the routines and processes linked to the monitoring of school attendance of the Bolsa Família Program (BFP) in the city of Belo Horizonte. Based on the Actor Network Theory, the theoretical approach articulates technology, routines, street-level bureaucrats and the territory in the policy network materialized. Thirty-one multilevel public agents were interviewed, including 14 education professionals in two schools and eight social work professionals in two local centers. The analysis reveals that school attendance causes the social program to have a strong connection with education, promoting intersectoral and multilevel cooperation through the connection between school and social assistance centers in the territory. In addition, the results present a theoretical-methodological path for public policy network analysis.

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Masilo, Daniel Tuelo. "A Call for Social Work Intervention to Address the Phenomenon of Child Sexual Abuse against Learners in South African Schools: A Review of the Literature." Global Journal of Health Science 11, no. 12 (October 15, 2019): 152. http://dx.doi.org/10.5539/gjhs.v11n12p152.

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Child sexual abuse (CSA) is undoubtedly one of the social problems negatively affecting children in South Africa. Everyday reports in research and different media platforms such as radio, television, social media and newspapers suggest that sexual abuse of children and those attending school, has reached unprecedented proportions. Within the school setting, it is reported that school-based employees such as teachers, security personel and gardeners are alleged to be the perpetrators of this heinous crime against children. The purpose of this paper through the literature review methodology, is to highlight the phenomenon of CSA perpetrated against learners in the South African schools and indicate how the social work profession may intervene. To this end, this paper calls social workers to intervene by means of educating learners on child sexual abuse, establishing and strengthening the childcare and protection forums, engaging parents, guardians and lastly facilitating dialogues with the school-based employees. These interventions will go a long way in addressing the phenomenon of CSA, and most importantly, protecting the rights of children as the most vulnerable group in societies.

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Journal articles on the topic 'School Based Social Work'

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