Introduction to Social Work: Teaching in Two Arenas at Once

2004 ◽  
Vol 10 (1) ◽  
pp. 75-94
Author(s):  
Jacqueline B. Mondros ◽  
Timothy B. Kelly ◽  
Jeremy Glazer
Keyword(s):  
Social Work ◽  
Introductory Courses ◽  
Introductory Course ◽  
Core Content ◽  
Learning Techniques ◽  
College Programs ◽  
Teaching Learning

Despite the absence of a CSWE mandate, most BSW programs have chosen to offer and require an introduction to social work course. A decade ago, Popple (1991) described a lack of uniformity in these introductory courses that continues today. The introductory course serves a variety of functions, has a variety of goals, and must attend to a variety of audiences early in students' college programs. The purpose of this article is to define the teaching/learning agenda for the introductory course; suggest core content and identify the teaching/learning techniques that can be used to achieve desired results; and describe the outcomes of a course using this approach.

Revising social work's international policy statement on health

2009 ◽  
Vol 52 (4) ◽  
pp. 447-457 ◽  
Author(s):  
Paul Bywaters ◽  
Lindsey Napier
Keyword(s):  
Social Work ◽  
Policy Development ◽  
Policy Statement ◽  
Consultation Process ◽  
Core Content ◽  
Local Practices ◽  
Travail Social ◽  
Trabajo Social ◽  
Social Work Policy ◽  
The Relationship

English This article presents the new IFSW policy statement on health. In addition to describing the consultation process undertaken, it identifies the core content and background analysis informing it. Issues raised include the relationship between local practices of social work and processes of globalization. Implications for future social work policy development are discussed. French Cet article présente la nouvelle déclaration de politique de santé de la FITS. En plus de décrire le processus de consultation entrepris, il identifie le coeur de son contenu et les analyses de fond qui la renseignent. Les questions posées incluent la relation entre les pratiques locales de travail social et les processus de mondialisation. Les implications pour le développement de la politique de travail social future sont discutées. Spanish Este artículo presenta el nuevo manifiesto de la Federación Internacional de Trabajo Social (IFSW) sobre la salud. Además de describir el proceso de consulta llevado a cabo, identifica el contenido básico y el análisis que lo soporta. Las cuestiones que emergen incluyen la relación entre las prácticas locales de trabajo social y los procesos de globalización. Se examinan las implicaciones para el futuro de la política de desarrollo del trabajo social.

scholarly journals METODE DAN TEKNIK PEMBELAJARAN PELATIHAN MENJAHIT PADA WARGA BELAJAR HETEROGEN DI UPTD PELATIHAN KERJA KOTA BENGKULU

2020 ◽  
Vol 3 (2) ◽  
pp. 100-109
Author(s):  
Tiara Priz Erizah ◽  
Agus Zainal Rachmat ◽  
Bayu Pradikto
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Teaching Methods ◽  
Learning Methods ◽  
Learning Techniques ◽  
Work Training ◽  
Heterogeneous Learning ◽  
Methods And Techniques ◽  
Data Validity ◽  
Teaching Learning

This research was descriptive qualitative research aimed to describe the sewing training implementation for heterogeneous learning citizens methods and techniques of learning. Participants in this study were heads of administrative sub-sections, instructors and sewing training citizens learning. This research was conducted at UPTD Bengkulu Work Training on 10 to 31 March 2020. Data collection was carried out through interviews, observations and documentation. The data were analyzed and validated using triangulation data validity technique. From research results, the sewing training instructors apply lecture learning methods, question and answer learning methods, discussion learning methods, demonstration learning methods, group teaching learning methods and individual teaching learning methods. The instructional methods applied by instructors to heterogeneous learning citizens was different, namely by applying group teaching methods with participatory coaching learning techniques. Keywords: sewing training, learning citizens, heterogeneous. 

scholarly journals Strategi Dalam Pembelajaran Bahasa Indonesia Di Sekolah Dasar Daerah Terpencil Nusa Tenggara Timur (NTT)

2020 ◽  
Vol 4 (3) ◽  
pp. 276
Author(s):  
Rince Jalla Wabang ◽  
Lenny Nofriyani Adam
Keyword(s):  
Language Learning ◽  
Role Models ◽  
Remote Area ◽  
Daily Lives ◽  
Primary School Teachers ◽  
Learning Techniques ◽  
Remote Island ◽  
Qualitative Descriptive ◽  
Teaching Learning

Bahasa is one of the important materials taught in Indonesian schools for the important roles in our daily lives. The aim of this study is to determine the effectiveness of learning in a remote island in Flores. The method used is qualitative descriptive with a naturalistic approach and case study. This research was conducted in several places in a remote area on the island of Flores, East Nusa Tenggara. The result shows that Bahasa language learning in the remote area of Flores island is not maximal enough. Primary school teachers are still applying the conventional learning techniques and they do not want to be role models for the teaching-learning process. 

A Project-Based Learning Approach

2017 ◽  
pp. 107-128 ◽  
Author(s):  
Ismael Osuna Galan ◽  
Alejandro Miguel Rosas-Mendoza
Keyword(s):  
Mathematical Modeling ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Learning Approach ◽  
Learning Method ◽  
Learning Techniques ◽  
Engineering Environment ◽  
General Skills ◽  
Teaching Learning

Mathematical applications have a presence in an engineering environment; in the particular case of mathematical models. A pedagogic theoretical framework that supports various teaching-learning techniques is constructionism; one of these techniques is called Project Based Learning which provides several advantages. This chapter aims to show the experiences during the course of Mathematical Modeling in a context of project-based learning. It will show that students develop general skills of engineering which includes developing the faculties of memory, reasoning and problem solving, teamwork and initiative and of readiness to take risks. Also presents some of the advantages and issues for consideration in relation to its effectiveness as a teaching and learning method.

scholarly journals Law in Social Work Education: Reviewing the Evidence on Teaching, Learning and Assessment

2005 ◽  
Vol 24 (5) ◽  
pp. 547-563 ◽  
Author(s):  
Suzy Braye ◽  
Michael Preston‐Shoot ◽  
Robert Johns
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Teaching Learning ◽  
Work Education

scholarly journals Strategic Design toward Foundational Learning Goals in Introduction to Sociology

2019 ◽  
Vol 48 (1) ◽  
pp. 40-53
Author(s):  
Kimberly B. Rogers ◽  
Adam Nemeroff ◽  
Kelly Caputo
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Course Design ◽  
Learning Goals ◽  
Introductory Courses ◽  
Present Evidence ◽  
Personal Learning ◽  
Introductory Course ◽  
Strategic Design

Scholars of teaching and learning in sociology have argued that introductory courses should teach toward foundational learning goals instead of providing an exhaustive review of the discipline. Nevertheless, prior research has provided far more guidance on what instructors ought to teach than how they can cohesively support learning across the goals advocated. Additionally, few studies have considered whether introductory course designs adequately address students’ diverse reasons for enrolling. To address this gap in the literature, we offer insights from our experiences with a redesigned introductory course tailored to support student learning in the areas recommended by earlier work. After describing our learning goals and the elements of our course design, which are grounded in empirical findings from the literature, we present evidence for the efficacy of this design in achieving key disciplinary learning goals, serving students’ personal learning goals, and attracting new and existing majors and minors.

scholarly journals PSIV-B-32 Late-Breaking: Consistency of industry related terminology utilized in assessment questions across instructors of an introductory animal science course

2019 ◽  
Vol 97 (Supplement_3) ◽  
pp. 324-325
Author(s):  
Kirstin M Burnett ◽  
Leslie Frenzel ◽  
Wesley S Ramsey ◽  
Kathrin Dunlap
Keyword(s):  
Learning Outcomes ◽  
Student Performance ◽  
Large Scale ◽  
Faculty Members ◽  
Introductory Courses ◽  
Animal Science ◽  
Course Content ◽  
Introductory Course ◽  
Significant Difference ◽  
Assessment Questions

Abstract The consistency of instruction between various sections of introductory courses is a concern in higher education, along with properly preparing students to enter careers in industry. The study was conducted at Texas A&M University, using an introductory course, General Animal Science, within the Department of Animal Science. This course was chosen due to the utilization of specific animal science industry related terminology within the course content in support of learning outcomes. The study was a quantitative nonexperimental research method that was conducted over a single semester in 2018. General Animal Science is a large-scale course that contains multiple sections, and this study evaluated assessments created by individual faculty members who instructed different sections, Section A and Section B. These sections were selected as they were composed of both animal science majors and non-majors. Section A had a significantly higher (P < 0.001) number of majors versus non-majors than Section B. Assessment questions were collected from all examinations and quizzes distributed throughout the semester and were compiled into a single document for coding. These specific terms were chosen from literature to provide a benchmark for a potential relationship between student performance on questions containing industry related terminology as opposed to those that do not. Comparing the use of specific industry coded terminology in assessment questions yielded no significant difference (P < 0.05) between the two instructors or sections. These findings demonstrate consistent use of benchmarked industry related terminology in assessment questions across multiple sections, irrespective of individual instructor or student major. This provides a necessary foundation for future analysis of student performance.

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