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Terri Combs-Orme Tess Lefmann Stefanie Pilkay Joe Strong Phyllis Thompson Tara Veerman 《Journal of Teaching in Social Work》2017,37(5):477-492
Important findings from neuroscience research provide valuable knowledge for social work practice, and although these findings are already being incorporated into practice in many other disciplines, social work has been slow to integrate this content into foundation professional education. This article describes how one social work program incorporated this knowledge into Human Behavior in the Social Environment courses, noting both challenges and successes over 8 years. The authors include information on content, pedagogical methods, and useful resources. 相似文献
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Youjung Lee Laura Bronstein Luann Kida Monique Saastamoinen 《Journal of Education for Students Placed at Risk》2017,22(1):25-37
This qualitative study explores the experiences of school professionals working with grandparent-headed families. Twenty individual interviews with an array of professional school staff were conducted. Thematic analysis was utilized, and 3 key themes emerged: (a) compassion for grandparent-headed families' unique challenges; (b) lack of adequate knowledge about grandparent-headed families; and (c) strategies for engaging grandparents raising their grandchildren. Implications address the importance of understanding the unique needs of grandparent-headed families and ways to maximize the success of these marginalized families through active family engagement and school-linked services. 相似文献
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Should student learning journals be assessed? 总被引:1,自引:2,他引:1
Phyllis Creme 《Assessment & Evaluation in Higher Education》2005,30(3):287-296
This article addresses the controversial question of whether student learning journals should be assessed. It draws on a collaborative action research project into the uses of learning journals at the University of Sussex in which assessment was continually debated. The characteristics of learning journals in terms of pedagogic purpose, outcome and student writing identity are explored as a basis for looking at the advantages and disadvantages of summative and formative assessment of this ‘different’ form of writing. In conclusion, ‘compromise’ solutions to the question are proposed. 相似文献
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The effects of an experimental social development program on children in the middle childhood period
The purpose of the study was to examine the effects of a social development program on role-taking, problem-solving skills, and classroom adjustment in 9- and 10-year-old children. The subjects in the study were 68 children (34 matched pairs); the 34 experimental children were matched on the basis of sex, race, age, and group IQ scores with students in the control group. The results indicated that the children in the experimental group gained in respect for others, ability to generate alternatives to problem situations, creative expression, patience, and self-reliance. 相似文献
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The design of Benton and Hoyt's study is discussed, as well as their data analysis. The limitations of the study, including the possible bias toward economic issues of the items and of data interpretation and nonrandom sampling of the subjects, are noted. Benton and Hoyt's discussion of how educational psychologists are affected by the educational reform movement is considered within the larger framework of the shift in educational research from a static normative to a dynamic interactionist approach. This shift has not only affected specific reform proposals, but also shows promise of resolving perceived conflicts in the proposals between excellence and equity and educational psychologists and teacher educators. 相似文献