Why is Placement Failure So Rare?

Coulshed, Veronica

doi:10.1080/03124078008549677

Cited by 11 publications

(5 citation statements)

References 4 publications

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“…Social work educators, as a rule, are anxious about failing any student (Davies, 1979;Brandon and Davies, 1979;Coulshed, 1980); when it comes to failing black students, these anxieties are exacerbated by the increased politicisation of blacks and racism awareness.…”

Section: Cross-cultural Student Assessment: Issues Facing White Teachmentioning

confidence: 97%

Cross-cultural student assessment: Issues facing white teachers and black students

Brummer¹

1988

Social Work Education

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Section: Cross-cultural Student Assessment: Issues Facing White Teachmentioning

confidence: 97%

Cross-cultural student assessment: Issues facing white teachers and black students

Brummer¹

1988

Social Work Education

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“…These concerns have focused on three areas: firstly, the quantity and quality of placements (Kearney, 2003;Skills for Care, 2006;Croisdale-Appleby, 2014); secondly, the rarity of placement failure (Coulshed, 1980;Shapton, 2006) thirdly, practice educators' reluctance to fail students ( Schaub and Dalrymple, 2011;Finch and Taylor, 2013); and related to this; the unpleasant emotional experience associated with failing students (Bogo et al, 2007;Basnett and Sheffield, 2010;Finch and Taylor, 2013).…”

Section: Introductionmentioning

confidence: 99%

‘Running with the Fox and Hunting with the Hounds’: Social Work Tutors' Experiences of Managing Failing Social Work Students in Practice Learning Settings

Finch

2014

Br J Soc Work

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The paper explores the issues raised by social work students failing in practice learning settings from the perspective of university tutors, by drawing on existing literature in this area from social work and nursing, as well as findings from a small-scale empirical qualitative study. The qualitative study was influenced by practitioner-researcher and practice-near paradigms; and is based on interviews with twelve social work tutors in England. The findings reveal that tutors are able to articulate the important tasks and functions of their roles when issues of failing students in practice learning settings arise, although the process can be challenging. The challenges include: supporting practice educator and student, concerns about other tutors' practices, the difficulties in promoting appropriate professional standards and values within higher education contexts and frustrations with practice educators and placements. Only a third of the respondents (four) however, articulated their gate keeping roles and responsibilities although this was not without its difficulties.Given the current reforms in social work education in England at this present time, with greater emphasis on threshold standards at entry level, and at key stages throughout the programme of study, the research is timely in terms of the critical consideration of the tutor role and challenges inherent in promoting appropriate standards.

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“…The existing Australian research on gatekeeping tends to focus on the vexed issue of the relative rarity of failure in field education (Kimber 1982;Hughes et al 1994;). This echoes similar findings from the United Kingdom on this subject (Brandon 6r Davies 1979;Coulshed 1980). Given the dearth of Australian research literature on this subject, the present study sought to investigate the nature of gatekeeping processes in Australian Bachelor of Social Work programs through a survey questionnaire sent to Heads of Schools.…”

Section: Introductionmentioning

confidence: 64%

Guarding the gates of the profession: Findings of a survey of gatekeeping mechanisms in Australian Bachelor of Social Work programs

Ryan

Habibis

Craft

1997

Australian Social Work

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Why is Placement Failure So Rare?

Cited by 11 publications

References 4 publications

Cross-cultural student assessment: Issues facing white teachers and black students

Cross-cultural student assessment: Issues facing white teachers and black students

‘Running with the Fox and Hunting with the Hounds’: Social Work Tutors' Experiences of Managing Failing Social Work Students in Practice Learning Settings

Guarding the gates of the profession: Findings of a survey of gatekeeping mechanisms in Australian Bachelor of Social Work programs

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