Gregory Research Beliefs Scale: Psychometric properties and social work student survey results

For the past two decades, student perception surveys have become standard tools in data collection efforts. At the state level, however, “student voice” is still used sparingly. In this study, we examine the ways in which including student survey results might alter state accountability determinations. Reconstructing the accountability system in Massachusetts, we draw on a unique set of student survey data, which we add to the state’s formula at a maximally feasible dosage in order to determine new school ratings. As we find, student survey data shift school accountability ratings in small but meaningful ways and appear to enhance functional validity. Student survey results introduce information about school quality that is not captured by typical accountability metrics, correlate moderately with test score growth, and are not predicted by student demographic variables.

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Librarians, step out of the classroom!: how improved faculty-led IL instruction improves student learning

Reference Services Review ◽

10.1108/rsr-09-2020-0062 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Meagan Lacy ◽

Alexandra Hamlett

Keyword(s):

Student Learning ◽

Research Process ◽

Control Group ◽

Student Survey ◽

Content Type ◽

Actual Application ◽

Faculty Teaching ◽

Survey Results ◽

The Impact

PurposeIn most higher education institutions, information literacy (IL) instruction is usually considered the purview of librarians, not disciplinary faculty. However, a small but growing body of research indicates that students learn the research process best when these skills are taught in the context of a course or a discipline. For this reason, teaching faculty should share ownership of IL instruction — but how? In this case study, community college librarians explain how they successfully trained faculty to integrate IL into their English Composition courses and teach IL independently.Design/methodology/approachUsing a multimethods approach, the investigators draw on faculty interviews, student surveys, and content analysis of student essays to evaluate the impact of faculty-led IL instruction on student learning after one semester.FindingsFaculty reported that their instruction of IL was improved, and students work better as a result of their collaboration with the librarians. Compared to previous semesters, faculty perceived gains in terms of students’ ability to synthesize and cite evidence in their writing. Student survey results indicate perceived gains in their IL skills, but an assessment of their written work reveals a discrepancy between this perception and the actual application of these skills.Research limitations/implicationsBecause there is no control group, no conclusions can be drawn as to whether faculty-led IL instruction is as effective as librarian-led IL instruction or whether students’ academic performance improves due to faculty teaching IL. However, the purpose of this study is primarily descriptive. It addresses how other libraries may create a culture of shared ownership of IL instruction on their campuses.Practical implicationsThis study offers an alternative model to library instruction and suggests ways instruction librarians can prioritize their outreach and instructional efforts to maximize impact on student learning.Originality/valueWhile much has been written about how librarians can improve IL instruction, few studies mention the role of faculty. This case study starts the conversation.

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Social work student reflections on training in integrated care: opportunities for social work educators

Social Work Education ◽

10.1080/02615479.2021.1976137 ◽

2021 ◽

pp. 1-17

Author(s):

Julie Berrett-Abebe ◽

Nora Padykula ◽

Maureen Clark ◽

Ryan Zenevitch ◽

David Bjorklund ◽

...

Keyword(s):

Social Work ◽

Integrated Care ◽

Social Work Educators ◽

Student Reflections ◽

Work Student

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International Social Work Student Exchanges

International Encyclopedia of the Social & Behavioral Sciences ◽

10.1016/b978-0-08-097086-8.28049-5 ◽

2015 ◽

pp. 562-567

Author(s):

Rosemary J. Link

Keyword(s):

Social Work ◽

International Social Work ◽

Student Exchanges ◽

Work Student ◽

International Social

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ENGAGING DIALOGUE IN OUR DIVERSE SOCIAL WORK STUDENT BODY: A MULTILEVEL THEORETICAL PROCESS MODEL

Journal of Social Work Education ◽

10.5175/jswe.2007.200400467 ◽

2007 ◽

Vol 43 (1) ◽

pp. 5-30 ◽

Cited By ~ 17

Author(s):

Lisa Werkmeister Rozas

Keyword(s):

Social Work ◽

Process Model ◽

Student Body ◽

Work Student

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Current Educational Technologies in English Lexis and Grammar Distance Learning at General Secondary Education Institutions

Professional Education: Methodology, Theory and Technologies ◽

10.31470/2415-3729-2021-13-262-277 ◽

2021 ◽

pp. 262-277

Author(s):

Nataliia Serdiuk

Keyword(s):

Distance Learning ◽

Secondary Education ◽

Educational Process ◽

Educational Technologies ◽

English Learning ◽

Student Survey ◽

Online Services ◽

Survey Results ◽

Grammatical Structures ◽

Learning English

The question of the specifics of modern distance learning remains one of the most pressing issues, especially in today's world affected by global virus pandemic. We consider the study of the use of modern educational technologies in English lexis and grammar distance learning relevant and timely. The purpose of the article is to characterize popular current educational technologies and their possibilities in distance learning of English lexical and grammatical structures, to define five most perspective online services for pupils of general secondary education institutions. Methods. The author implements the purpose with the help of theoretical (analysis and synthesis of own experience and of domestic scientists concerning the use of existing educational innovative computer technologies in English learning) and empirical research methods (observation of the educational process), together with the elements of statistical (analysis of student survey results). The results. Considering student survey results, the author’s experience, the article names and characterizes 43 modern online educational technologies in English learning, they online platforms (Zoom, Microsoft Teams, Google Classroom, Skype, Nz.ua, ClassDojo, Moodl), online services (Google Drive, Padlet, Google Forms, Microsoft Forms, Kahoot!, Grammarly, Quizlet, Quizizz, Plickers, Socrative, Hot Potatoes, LinguaLeo, ToonDoo, Classtime, Lang-8, Сoursera, LearnEnglish, BBC Learning English, British Council LearnEnglish, Tandem, Enpodcast, Bussu), mobile apps (Memrise, Rosetta Stone, Babbel, FluentU, MindSnacks, Open Language, Mosalingua, Messenger, Telegram, Viber, WhatsАрp), virtual whiteboard (Paint, Google Slides, Bitpaper.io). The article suggests grouping these technologies according to 7 purposes of use (to conduct online English lessons in real time; to create virtual classes, lessons and tasks; to send tasks and communicate; online services for learning English vocabulary and grammar; to use a virtual board; to store works and materials of pupils; to assess and control English language skills). Conclusions. The benefit of the study is that the possibilities of online services in distance learning of English lexical and grammatical structures have been emphasized, and five the most perspective for pupils of general secondary education institutions have been defined as Moodle, Google Classroom, Google Forms, Kahoot!, Zoom.

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