Graduate Social Work Education: A Review of 2 Decades of Empirical Research and Considerations for the Future

Wodarski, John S.; Feit, Marvin D.; Green, Ronald K.

doi:10.1086/604098

Cited by 28 publications

(12 citation statements)

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“…Closely connected to this issue is the academy's accountability to the profession and the public in its claim that social work graduates possess a beginning level of practice competence. Despite the persistent concern in the social work literature regarding the lack of objective standardized outcome measures for assessing competence (Alperin, 1996;Pease, 1988;Wodarski, Feit, & Green, 1995), field instructors and faculty have always failed some students in the field.…”

Section: Resultsmentioning

confidence: 99%

“…However, a review of the literature and anecdotal comments of field coordinators reveals a consistent theme over the past two decades: the lack of objective, standardized outcome measures for assessing social work students' learning and performance in field education (Alperin, 1996;Kilpatrick et a!. , 1994;Pease, 1988;Wodarski, Feit, & Green, 1995). Raskin (1994), for instance, surveyed field education experts in 1980 and again in 1991 to identify field instruction issues and research priorities.…”

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confidence: 99%

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Evaluating a Measure of Student Field Performance in Direct Service

Bogo

Regehr

Hughes

et al. 2002

Journal of Social Work Education

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This study examines the reliability and validity of a measure to evaluate student field performance. Results demonstrated a consistent factor structure with excellent internal consistency, however, there was inadequate consistency between ratings of individual students in their first and second field education experiences. The measure had some predictive validity in that it could differentiate between students identified as having difficulty in Year 1 of the program, but not in Year 2. Scores were significantly associated with academic grades. Implications for future instrument development and the process of evaluation are considered.

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

Evaluating a Measure of Student Field Performance in Direct Service

Bogo

Regehr

Hughes

et al. 2002

Journal of Social Work Education

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“…Previous social work education research suggests the need for a wide range of techn iques to teach practice skills, including simulation/ role play (Kameoka & Lister, 1991;Sowers-Haag & Thye r , 1985;Wodarski, Feit, & Green, 1995) and various interactive educational techniques and technologies (Horejsi, 1977;Wodarski & Kelly, 1987). Doelcker and Bedics ( 198 7) reviewed role play as a teaching tec hnique across many disciplines, examining in particular how instructors and peers provide feedback to the learner, and the valu e of role play in competency-based education.…”

Section: Social Work Education Perspectivesmentioning

confidence: 99%

Learning to Care

Linsk

Tunney

1997

Journal of Social Work Education

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Practice simulation exercises involve interaction with people who portray standardized clients in typical social work practice contexts. They are followed by feedback from these ''clients" and from peers and instructors. This article delineates the conceptual background and previous use of this educational methodology and illustrates its application within a graduate health social work practice class. A preliminary evaluation found enthusiastic endorsement of this approach among students, with very strong agreement that all three components of the project-interaction with simulated clients, receipt of feedback, and participation as observers-prove useful. Practice simulations can allow transformative learning for participants and provide a useful classroom method for incorporating conceptual foundations into practice behaviors.

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“…Numerous social work educators and researchers have emphasized the need to explore more systematically the links among MSW employment experiences, job market demands, and MSW curricular offerings (Austin, 1997;Barth, 2003;Birnbaum & Wayne, 2000;Gambrill, 2001;Gilberman & Schervish, 1997;Iverson 1998;Reisch & Jarman-Rohde, 2000;Wodarski, Feit, & Green, 1995). Although the majority of MSW students are enrolled in direct practice concentrations, it is estimated that many of them will eventually assume supervisory or administrative positions in their careers (Association of Social Work Boards, 2004;Hoefer, 2003;Patti, 2000;Morales & Sheafor, 2001;Weismiller, Whitaker, & Smith, 2005).…”

Section: Introductionmentioning

confidence: 99%

Initial Macro-Level Job Responsibilities Among MSW Graduates

Zippay

Demone

2011

Administration in Social Work

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This article reports the results of a study of the initial macro-level job responsibilities of over 2,000 MSW graduates who obtained their degrees from 1989 through 2007. It examines macro-level job duties performed in their employment within the first two years after graduation and investigates differences among those who graduated with concentrations in direct practice versus administrative and management practice. The research offers information on macro-level employment roles and expectations in early career stages, and builds an empirical base that can inform curriculum planning and development.

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Graduate Social Work Education: A Review of 2 Decades of Empirical Research and Considerations for the Future

Cited by 28 publications

References 0 publications

Evaluating a Measure of Student Field Performance in Direct Service

Evaluating a Measure of Student Field Performance in Direct Service

Learning to Care

Initial Macro-Level Job Responsibilities Among MSW Graduates

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