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Статті в журналах з теми "Social work teaching and learning"
Clapton, Gary. "Learning and Teaching in Social Work Practice." Social Work Education 28, no. 5 (August 2009): 575–76. http://dx.doi.org/10.1080/02615470802020923.
Повний текст джерелаThurber, Amie, Helen Buckingham, Jordenn Martens, Rebecca Lusk, Darrylann Becker, and Stacey Spenser. "Teaching and Learning Social Change." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 8, no. 2 (November 26, 2022): 82–99. http://dx.doi.org/10.15402/esj.v8i2.70743.
Повний текст джерелаNASUTI, JOHN P., REGINALD O. YORK, and H. CARL HENLEY. "TEACHING SOCIAL WORK RESEARCH: DOES ANDRAGOGY WORK BEST?" Journal of Baccalaureate Social Work 9, no. 1 (September 1, 2003): 149–75. http://dx.doi.org/10.18084/1084-7219.9.1.149.
Повний текст джерелаAviles, Christopher B. "Implementing Mastery Learning in the Social Work Classroom." Journal of Baccalaureate Social Work 6, no. 1 (September 1, 2000): 123–40. http://dx.doi.org/10.18084/1084-7219.6.1.123.
Повний текст джерелаLAM, CHING MAN, and ZIXIN PAN. "BLENDED LEARNING IN SOCIAL WORK PRACTICE COURSES: A REFLECTIVE LEARNING MODEL." Hong Kong Journal of Social Work 55, no. 01n02 (January 2021): 53–68. http://dx.doi.org/10.1142/s0219246221000061.
Повний текст джерелаDrolet, Julie, Haorui Wu, Matthew Taylor, and Allyson Dennehy. "Social Work and Sustainable Social Development: Teaching and Learning Strategies for ‘Green Social Work’ Curriculum." Social Work Education 34, no. 5 (July 4, 2015): 528–43. http://dx.doi.org/10.1080/02615479.2015.1065808.
Повний текст джерелаOliphant, Sarah Moore, Dennis J. Ritchie, and Francis Origanti. "Teaching Social Work in a Global Context: Models of International Social Work Learning Experiences." Journal of Teaching in Social Work 39, no. 1 (January 2019): 23–41. http://dx.doi.org/10.1080/08841233.2018.1548407.
Повний текст джерелаCooper, Lesley. "Backing Australia's Future: Teaching and Learning in Social Work." Australian Social Work 60, no. 1 (March 2007): 94–106. http://dx.doi.org/10.1080/03124070601166745.
Повний текст джерелаHanson, Meredith, Michael Phillips, Robert Chazin, and Irina Grishayeva. "Cross‐National Teaching and Learning: Implications for Social Work." Social Work Education 24, no. 2 (March 2005): 157–68. http://dx.doi.org/10.1080/0261547052000333108.
Повний текст джерелаRambaree, Komalsingh, and Lis-Bodil Karlsson. "Teaching and Learning of Social Work through Autobiographic Literatures." International Journal of Learning: Annual Review 18, no. 4 (2012): 17–28. http://dx.doi.org/10.18848/1447-9494/cgp/v18i04/47580.
Повний текст джерелаДисертації з теми "Social work teaching and learning"
黃浪詞 and Long-chi Rinna Wong. "Evaluating constructivist teaching and learning of social work practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31243770.
Повний текст джерелаWong, Long-chi Rinna. "Evaluating constructivist teaching and learning of social work practice /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25617965.
Повний текст джерелаMayall, Helen. "Teaching and learning criticality : a case study of post-qualifying social work education." Thesis, Manchester Metropolitan University, 2016. http://e-space.mmu.ac.uk/617734/.
Повний текст джерелаDykes, Glynnis Zena. "An inquiry into the role of adverse childhood experiences in teaching and learning in social work." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96119.
Повний текст джерелаENGLISH ABSTRACT: The impetus for this study is contextualised within social work teaching and learning and arose from the emergence of adverse childhood experiences (ACEs) of social work students. The researcher had become increasingly interested in the ways in which these ACEs impacted on students in social work classrooms and felt compelled to enquire what the responses of teaching and learning in social work should be. The rationale for the study was further established by the dearth of research in this focal area. The research goal was to gain an understanding of the experiences of third-year students and the perspectives of social work teachers with regard to the role of adverse childhood experiences during teaching and learning activities and to recommend meaningful teaching practices. There were seven research objectives that focused on obtaining theoretical perspectives from the literature and on exploring and describing the adverse childhood experiences of students within the context of teaching and learning in social work. The research objectives generated the central research question: What are the learning experiences of third-year social work students at a South African university with regard to the role of their own adverse childhood experiences? A qualitative approach and case study design was deemed the most appropriate research philosophy and method to address the study’s objectives and central research question. The case study design was used to explore how individuals (third-year social work students at the University of the Western Cape) experienced a particular phenomenon (in this case adverse childhood experiences) in relation to teaching and learning within a social work context. To provide credence to the two purposes of this research, namely exploring and describing, two methods and two sources of data were utilised: (i) a reflective assignment in a specific social work third-year module from which 20 assignments were selected using purposive sampling; and (ii) individual interviews with ten student participants (derived from the sample of assignments) and two teaching staff participants. Three overarching topics emerged from the findings, namely the adverse childhood experiences of student participants; the after-effects of adverse childhood experiences in the context of teaching and learning in social work; and suggestions by participants for social work teaching and learning in the context of adverse childhood experiences. Each topic was delineated further into themes, sub-themes, and categories. The conclusions are that there was compelling evidence showing students to have endured formidable adverse childhood experiences; that students experienced overwhelming emotional reactions and responses during teaching and learning that exposed vicarious traumatisation; and that gaps present in current teaching and learning practices in social work render these practices insufficient to meet the learning needs of students. Three core recommendations relating to teaching and learning are offered: To develop the content of professional learning in the social work curriculum regarding the professional use of self, self-awareness and virtue ethics; to reconstruct and reaffirm the signature pedagogy regarding teaching and learning approaches and methods in social work; and to align fieldwork and placement learning with student profiles while also focusing on lecturer attentiveness and responsiveness.
AFRIKAANSE OPSOMMING: Die impetus vir hierdie studie is vervat in die onderrig en leer in maatskaplike werk van maatskaplike werk studente wat afbrekende kindertydse ervarings (AKE’s) deurgemaak het. Die navorser, wie se belangstelling al hoe meer geprikkel is deur die wyse waarop hierdie AKE’s studente in maatskaplike werk in die lesingsaal beïnvloed, is genoodsaak om inligting in te win oor wat die reaksie op onderrig en leer in maatskaplike werk behoort te wees. Die rasionaal vir die studie is verder deur die gebrek aan navorsing in hierdie fokusarea versterk. Die doel van die navorsings was om begrip vir die ervarings van derdejaarstudente en die perspektiewe van maatskaplikewerkdosente te ontwikkel oor die rol van AKE’s tydens onderrig- en leeraktiwiteite, en om betekenisvolle onderrigpraktyke aan te beveel. Die fokus van die sewe navorsingsdoelwitte was die inwin van teoretiese perspektiewe, asook die eksplorering en beskrywing van studente se AKE’s binne die konteks van die onderrig en leer van maatskaplike werk. Die navorsingsdoelwitte het die sentrale navorsingsvraag gegenereer: Hoe ervaar derdejaarstudente hul eie afbrekende kindertydse ervarings in maatskaplike werk aan ’n Suid-Afrikaanse universiteit? n Kwalitatiewe benadering en gevallestudiemetode is as geskikte metodes beskou om die studie se doelwitte en sentrale navorsingsvraag te ondersoek. Die gevallestudiemetode is gebruik om na te vors hoe individue (derdejaarstudente in maatskaplike werk aan die Universiteit van Wes-Kaapland) ’n spesifieke fenomeen (in hierdie geval AKE’s) ten opsigte van onderrig en leer binne die konteks van maatskaplike werk ervaar. Om geloofwaardigheid te verleen aan die twee doelwitte van hierdie navorsing, naamlik ’n verkennings ondersoek en beskrywing, is van twee metodes en twee databronne gebruik gemaak: (i) ’n Reflektiewe taak in ’n spesifieke derdejaarmodule in maatskaplike werk waaruit 20 take met behulp van ’n doelbewuste steekproef gekies is; en (ii) individuele onderhoude met tien deelnemende studente (gekies uit die steekproef van take), en twee deelnemende dosente. Drie oorkoepelende onderwerpe het uit die bevindinge na vore gekom, naamlik die AKE’s van studentedeelnemers; die nagevolge van afbrekende kindertydse ervarings binne die konteks van die onderrig en leer van maatskaplike werk; en voorstelle van deelnemers vir onderrig en leer van maatskaplike werk binne die konteks van AKE’s. Elke onderwerp word verder in temas, subtemas en kategorieë weergegee. Die gevolgtrekking is dat oortuigende bewyse bestaan wat toon dat studente ontsaglik AKE’s deurgemaak het; dat studente oorweldigende emosionele reaksies en response ervaar tydens onderrig en leer wat tot indirekte traumatisering lei; en dat daar tekortkominge is in die huidige onderrig- en leermetodes vir maatskaplike werk wat nie genoegsaam aandag gee aan die leerbehoeftes van studente nie. Daar is drie kernaanbevelings rakende onderrig en leer: Om die omvang van professionele leer ten opsigte van die professionele gebruik van die self, selfbewustheid en deugsaamheid in die maatskaplike werk-kurrikulum te ontwikkel; om maatskaplike werk se kenmerkende pedagogie oor onderrig- en leerbenaderings en metodes te rekonstrueer en te herbevestig; en om praktiese plasing en leer tydens plasing met die profiel van ’n student te belyn, terwyl die fokus ook op die oplettendheid en reaksie van die dosent moet wees.
Newmark, Ananda. "Student Engagement in Undergraduate Social Work Education Among “at-risk” Students." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4450.
Повний текст джерелаGardiner, Derek William George. "Teaching and learning in social work practice placements : a study of process in professional education and training." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019665/.
Повний текст джерелаFarrow, Soyna Hester, and Donna Marie Monroe. "Social work students: The learning of professional values in a graduate program." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1843.
Повний текст джерелаOvington, Gary Keith. "Teaching and learning in higher education : nurturing critical reflection for bridging theory/practice links : a case study in social work education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/497.
Повний текст джерелаWeir, Rosanna McCoy. "Using cooperative learning with literature to enhance social development in the primary grades." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/760.
Повний текст джерелаSung-Chan, Po Lin Pauline. "A collaborative-action research into the teaching and learning of systemic family practice to school social work in Hong Kong." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367803.
Повний текст джерелаКниги з теми "Social work teaching and learning"
Beverley, Audrey, and Aidan Worsley. Learning and Teaching in Social Work Practice. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-06568-1.
Повний текст джерела1954-, Burgess Hilary, and Taylor Imogen, eds. Effective learning and teaching in social policy and social work. New York: RoutledgeFalmer, 2004.
Знайти повний текст джерелаDoreen, Elliott, ed. Teaching and learning for practice. Aldershot, Hants, England: Gower, 1985.
Знайти повний текст джерела1944-, Haulotte Shirley M., Kretzschmar Jane A. 1956-, and Garcia Eunice, eds. Case scenarios for teaching and learning social work practice. Alexandria, Va: Council on Social Work Education, 2001.
Знайти повний текст джерелаShardlow, Steven. Practice learning and teaching. Houndmills, Basingstoke, Hampshire: Macmillan, 1996.
Знайти повний текст джерелаLearning and teaching in the practice of social work. Silver Spring, Md: National Association of Social Workers, 1985.
Знайти повний текст джерелаSocial Care Institute for Excellence (Great Britain), ed. Teaching and learning communication skills in social work education. London: SCIE, 2004.
Знайти повний текст джерелаSocial Care Institute for Excellence (Great Britain), ed. Teaching and learning communication skills in social work education. London: SCIE, 2004.
Знайти повний текст джерелаTaylor, Imogen. The learning, teaching and assessment of partnership work in social work education. London: Social Care Institute for Excellence, 2006.
Знайти повний текст джерелаArnold, Maik, ed. Handbook of Applied Teaching and Learning in Social Work Management Education. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-18038-5.
Повний текст джерелаЧастини книг з теми "Social work teaching and learning"
Taylor, Amanda M. L. "Fiction, Book Groups and Social Work Education." In Creative Education, Teaching and Learning, 167–77. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137402141_17.
Повний текст джерелаBeverley, Audrey, and Aidan Worsley. "Learning Partnerships." In Learning and Teaching in Social Work Practice, 19–39. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-06568-1_3.
Повний текст джерелаBeverley, Audrey, and Aidan Worsley. "Adult Learning." In Learning and Teaching in Social Work Practice, 40–61. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-06568-1_4.
Повний текст джерелаSadzaglishvili, Shorena. "Teaching Social Work Management Through Service Learning." In Handbook of Applied Teaching and Learning in Social Work Management Education, 219–42. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-18038-5_12.
Повний текст джерелаTaylor, Amanda M. L. "Book Groups and Fiction: A ‘Novel’ Approach to Teaching and Learning." In Transformative Learning for Social Work, 168–80. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-54236-6_12.
Повний текст джерелаBeverley, Audrey, and Aidan Worsley. "Setting the Context for Learning." In Learning and Teaching in Social Work Practice, 5–18. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-06568-1_2.
Повний текст джерелаBeverley, Audrey, and Aidan Worsley. "Creating and Using Learning Opportunities." In Learning and Teaching in Social Work Practice, 62–82. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-06568-1_5.
Повний текст джерелаBeverley, Audrey, and Aidan Worsley. "Learning in a Multidisciplinary Setting." In Learning and Teaching in Social Work Practice, 147–67. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-06568-1_9.
Повний текст джерелаde Oliveira, Maria Cláudia Santos Lopes, and Tatiana Yokoy. "Psychology and Social Work Through Critical Lens." In International Handbook of Psychology Learning and Teaching, 1011–39. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-28745-0_49.
Повний текст джерелаde Oliveira, Maria Cláudia Santos Lopes, and Tatiana Yokoy. "Psychology and Social Work Through Critical Lens." In International Handbook of Psychology Learning and Teaching, 1–30. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-26248-8_49-1.
Повний текст джерелаТези доповідей конференцій з теми "Social work teaching and learning"
Fang, Jingchao. "Supporting Online Learning and Teaching with Social Annotations." In GROUP '23: The 2023 ACM International Conference on Supporting Group Work. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3565967.3571751.
Повний текст джерелаVillagrán, Ignacio. "Exploring the Effects of Applying Learning Analytics for Teaching Procedural Skills in Health Sciences Education." In CSCW '21: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3462204.3481799.
Повний текст джерелаWang, Hongxia, and Dongdong Tang. "Research on College English Teaching Reform under the Mode of Work-integrated Learning." In International Conference on Education Innovation and Social Science (ICEISS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iceiss-17.2017.79.
Повний текст джерелаAtkins, Prue, and Katie Sykes. "Embedding wholistic learning: Designing curated eLearning processes for social work students." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0107.
Повний текст джерелаSepulveda, Paula. "Computer supported collaborative learning in teaching social intervention in gender violence to the students of Social Work." In 2018 International Symposium on Computers in Education (SIIE). IEEE, 2018. http://dx.doi.org/10.1109/siie.2018.8586742.
Повний текст джерелаde Munnik, Marloes, and Osama Al-Mahdi. "DIGITALLY CHANGING TEACHING PRACTICE ENVIRONMENTS: AN EXPLORATION OF CONCEPTS AND IMPLICATIONS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end050.
Повний текст джерелаZhang, Mingshao, Pengji Duan, Zhou Zhang, and Sven Esche. "Development of Telepresence Teaching Robots With Social Capabilities." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86686.
Повний текст джерелаO'Sullivan, Grażyna, Louise Moody, Janet Saunders Andreja Čurin, and Marjan Leber. "ERGO WORK - Creating the Best Places to Work." In Applied Human Factors and Ergonomics Conference (2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001236.
Повний текст джерелаRose, Judy, and Samantha Low-Choy. "Modern Pedagogical Approaches to Teaching Mixed Methods to Social Science Researchers." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9509.
Повний текст джерелаMilojevic, Hristina, Yan Jin, Ananya Patel, Perri Chastain-Howley, and Noah K. Brown. "An Adapted Ethnographic Approach to Social Cognition and Cognitive Apprenticeship in Design Learning Experience." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22405.
Повний текст джерелаЗвіти організацій з теми "Social work teaching and learning"
Pererva, Victoria V., Olena O. Lavrentieva, Olena I. Lakomova, Olena S. Zavalniuk, and Stanislav T. Tolmachev. The technique of the use of Virtual Learning Environment in the process of organizing the future teachers' terminological work by specialty. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3868.
Повний текст джерелаMorkun, Volodymyr S., Сергій Олексійович Семеріков, and Svitlana M. Hryshchenko. Use of the system Moodle in the formation of ecological competence of future engineers with the use of geoinformation technologies. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/718.
Повний текст джерелаLavrentieva, Olena O., Lina M. Rybalko, Oleh O. Tsys, and Aleksandr D. Uchitel. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3244.
Повний текст джерелаKorobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina, and Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3854.
Повний текст джерелаVoegele, Janelle. Understanding the Role of Social, Teaching and Cognitive Presence in Hybrid Courses: Student Perspectives on Learning and Pedagogical Implications. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.760.
Повний текст джерелаYorke, Lynda, Simon Tate, and Martin Davis. New to teaching geography. Royal Geographical Society (with IBG), December 2021. http://dx.doi.org/10.55203/gvkz5128.
Повний текст джерелаMansfield, Janet. Report on faculty and student evaluation of instructors in direct service teaching at Portland State University Graduate School of Social Work. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1705.
Повний текст джерелаTaela, Kátia, Taela, Kátia, Euclides Gonçalves, Catija Maivasse, and Anésio Manhiça. Shaping Social Change with Music in Maputo, Mozambique. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/ids.2021.020.
Повний текст джерелаEscobar Hernández, José Carlos. Working paper PUEAA No. 15. Teaching Spanish to Japanese students: The students’ profile, their needs and their learning style. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2022. http://dx.doi.org/10.22201/pueaa.013r.2022.
Повний текст джерелаNELYUBINA, E. G., and L. V. PANFILOVA. METHODOLOGICAL ASPECTS OF IMPLEMENTATION OF TECHNOLOGY “INVERTED LEARNING” IN CHEMISTRY LESSONS. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-45-62.
Повний текст джерела