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Nancy Freymond Marina Morgenshtern Mark Duffie Liu Hong Shirley Bugeja-Freitas Jesse Eulenberg 《Journal of Teaching in Social Work》2013,33(3):248-268
The surge of interest in evidence-based interventions necessitates MSW graduates who will pursue research activities in the workplace. However, evidence suggests that social workers tend not to use their research skills after graduation. This study examined three constructs that inform students’ relationships to research: (a) confidence in research skills, (b) academic activities that stimulate students’ interest in research, and (c) anticipated outcomes from future involvement in research activities. The findings suggest that MSW programs need to extend research training beyond the classroom by providing holistic research learning environments that clarify the role and purpose of research for the social work profession and provide opportunities for students to transform didactic research training into practical research skills. 相似文献
173.
Jean Hunter 《Action Learning: Research and Practice》2013,10(1):69-74
How can action learning be used as part of an overall approach to changing the culture of an organisation? This article describes some of the work being done by managers in South Cambridgeshire district to build a more empowered and engaged organisation following the appointment of a new chief executive tasked with raising standards in an organisation which had had a challenging history, where morale was low and where significant reductions in the workforce were taking place. The article describes the purpose of action learning in this particular context, the membership of the action learning groups and the uses to which action learning is being put by managers in the Council. 相似文献
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The primary purpose of this study was to explore if there could be a more beneficial method in organizing the individual instructional
reading components (phonological decoding, spelling, fluency, and reading comprehension) within a remedial reading program
to increase sensitivity to instruction for middle school students with reading disabilities (RD). Three different modules
(Alternating, Integrated, and Additive) of the Reading Achievement Multi-Modular Program were implemented with 90 middle school
(sixth to eighth grades) students with reading disabilities. Instruction occurred 45 min a day, 5 days a week, for 26 weeks,
for approximately 97 h of remedial reading instruction. To assess gains, reading subtests of the Woodcock Johnson-III, the
Gray Silent Reading Test, and Oral Reading Fluency passages were administered. Results showed that students in the Additive
module outperformed students in the Alternating and Integrated modules on phonological decoding and spelling and students
in the Integrated module on comprehension skills. Findings for the two oral reading fluency measures demonstrated a differential
pattern of results across modules. Results are discussed in regards to the effect of the organization of each module on the
responsiveness of middle school students with RD to instruction. 相似文献
176.
Jesse B. Davis 《Religious education (Chicago, Ill.)》2013,108(5):394-402
A simple, practical program for continuing education 相似文献
177.
Hunter Brimi 《Clearing house (Menasha, Wis.)》2013,86(5):153-157
The author reflects on his experiences with standardized tests, emphasizing the dreadful consequences of our continued allegiance to them. In doing so, the author expounds on how public schools have kowtowed to a harmful societal preference for results regardless of processes, decision-makers’ desires to quantify learning, and the desires of textbook companies and test publishers to exploit schools for their own profit. As administrators and the public gauge teacher-effectiveness, they have neglected the needs of students and the realities teachers face. Teachers have to continually labor to find reasons to remain hopeful regarding their actions. 相似文献
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