Click the links to return to the Pedagogy section or the Social Work section.

Pedagogy and Curriculum Revision References

Prepared by Melissa CF Becker, MSW

 

Allen, J.A. (1993). The constructivist paradigm: Values and ethics. Journal of Teaching in Social Work, 8(1/2), 31-54.

Aronowitz, S. & Giroux, H.A. (1993). Education still under siege (2nd edition). CT: Bergin & Garvey.

Auster, C.J. & MacRone, M. (1994). The classroom as a negotiated social setting: An empirical study of the effects of faculty members’ behavior on students’ participation. Teaching Sociology, 22, 289-300.

Berger, R. (1996). A comparative analysis of different methods of teaching group work. Social Work with Groups, 19(1), 79-89.

Berman-Rossi, T. (1988). Theoretical orientations of social work practice teachers: An analysis. Journal of Social Work Education, winter 1988, number 1, 50-59.

Birnbaum, M.L. (1984). The integration of didactic and experiential learning in the teaching of group work. Journal of Education for Social Work, 20, 50-58.

Buchan, V.V. (1991). To assess or not to assess is no longer the question: Potential of program monitoring. Journal of Social Work Education, 27(1), 25-33.

Cheseboro, J.L. & McCroskey, J.C. (2000). The relationship between students’ reports of learning and their actual recall of lecture material: A validity test. Communication Education, 49(3), 297-301.

Civikly, J.M. (1992). Clarity: teachers and students making sense of instruction. Communication Education, 41, 138-152.

Coulshed, V. (1993). Adult learning: Implications for teaching in social work education. British Journal of Social Work, 23, 1-13.

Dalton, B. & Kuhn, A.C. (1998). Researching teaching methodologies in the classroom. Journal of Teaching in Social Work, 17(1/2), 169-184.

Dore, M.M. (1993). The practice-teaching parallel in educating the micropractitioner. Journal of Social Work Education, 29(2), 181-190.

Dore, M.M. (1994). Feminist pedagogy and the teaching of social work practice. Journal of Social Work Education, 30(1), 97-106.

Florence, N. (1998). bell hooks’ engaged pedagogy: A transgressive education for critical consciousness. CT: Bergin & Garvey.

Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.

Gingerich, W.J., Kaye, K.M., & Bailey, D. (1999). Assessing quality in social work education: Focus on diversity. Assessment and Evaluation in Higher Education, 24(2), 119- 129.

Gould, N. & Taylor, I. (Eds.). (1996). Reflective learning for social work: Research, theory and practice. England: Arena, Ashgate Publishing Limited.

Gross, G.M. (1992). A defining moment: The social work continuum revisited. Journal of Social Work Education, 28(1), 110-118.

Hoffman, K.S. (1992). Point/Counterpoint: Should we support the continuum in social work education? Yes! Journal of Social Work Education, 28(1), 6-10.

Johnson, D.W., Maruyama, G., Johnson, R., Nelson, D. & Skon, L. (1981). Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta- analysis. Psychological Bulletin, 89(1), 47-62.

Kameoka, V.A. & Lister, L. (1991). Evaluation of student learning outcomes in MSW programs. Journal of Social Work Education, 27(3), 251-257.

Karjala, Y.I. (1988). The effectiveness of course objectives and instructional questions in social work education. Journal of Social Work Education, winter 1988, number 1, 20-26.

King, A. (1992). Comparison of self-questioning, summarizing, and notetaking-review as strategies for learning from lectures. American Educational Research Journal, 29(2), 303-323.

Kolevzon, M. (1992). Point/Counterpoint: Should we support the continuum in social work education? No! Journal of Social Work Education, 28(1), 10-17.

Kramer, B.J. & Wrenn, R. (1994). The blending of andragogical and pedagogical teaching methods in advanced social work practice courses. Journal of Teaching in Social Work, 10(1/2), 43-64.

Kulik, J.A., Cohen, P.A. & Ebeling, B.J. (1981). Effectiveness of programmed instruction in higher education: A meta-analysis of findings. Educational Evaluation and Policy Analysis, 2(6), 51-64.

Laird, J. (Ed.) (1993). Revisioning social work education: A social constructionist approach. NY: Haworth Press.

LeCroy, C.W. & Goodwin, C.C. (1988). New directions in teaching social work methods: A content analysis of course outlines. Journal of Social Work Education, winter 1988, number 1, 43-49.

Leonard, P. (1994). Knowledge/power and postmodernism: Implications for the practice of a critical social work education. Canadian Social Work Review, 11(1), 11-26.

McBroom, W.H. & Reed, R.W. (1994). An alternative to a traditional lecture course. Teaching Sociology, 22, 328-332.

McKeachie, W.J. (1990). Research on college teaching: The historical background. Journal of Educational Psychology, 82(2), 189-200.

McKeachie, W.J. (1999). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (10th Edition). Boston: Houghton Mifflin Company.

Munson, C.E. (1994). Characteristics of excellence in social work education. Journal of Social Work Education, 30(1), 42-53.

O’Loughlin, J. (1999). Questioning the "success" of collaborative learning. Socialist Review, 27(1/2), 29-47.

O’Neal, G.S. (1996). Enhancing undergraduate student participation through active learning. Journal of Teaching in Social Work, 13(1/2), 141-155.

Papell, C.P. & Skolnik, L. (1992). The reflective practitioner: A contemporary paradigm’s relevance for social work education. Journal of Social Work Education, 28(1), 18-26.

Pennell, J. & Ristock, J.L. (1999). Feminist links, postmodern interruptions: Critical pedagogy and social work. Affilia, 14(4), 460-481.

Pescosolido, B.A. & Aminzade, R. (Eds.) (1999). The social worlds of higher education: Handbook for teaching in a new century. CA: Pine Forge Press.

Pilalis, J. (1986). ‘The integration of theory and practice’: A re-examination of a paradoxical expectation. British Journal of Social Work, 16, 79-96.

Qin, Z., Johnson, D.W. & Johnson, R.T. (1995). Cooperative versus competitive efforts and problem solving. Review of Educational Research, 65(2), 129-143.

Raber, M. & Richter, J. (1999). Bringing social action back into the social work curriculum: A model for "hands-on" learning. Journal of Teaching in Social Work, 19(1/2), 77-91.

Raymond, G.T. & Atherton, C.R. (1991). Blue smoke and mirrors: The continuum in social work education. Journal of Social Work Education, 27(3), 297-304.

Rossiter, A. (1993). Teaching from a critical perspective: Towards empowerment in social work education. Canadian Social Work Review, 10(1), 76-90.

Rossiter, A. (1996). A perspective on critical social work. Journal of Progressive Human Services, 7(2), 23-41.

Rossiter, A. (2000). The professional is political: An interpretation of the problem of the past in solution-focused therapy. American Journal of Orthopsychiatry, 70(2), 150-161.

Steiner, S., Stromwell, L.K., Brzuzy, S. & Gerdes, K. (1999). Using cooperative learning strategies in social work education. Journal of Social Work Education, 35(2), 253- 264.

Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago: University of Chicago Press.

Taylor, I. (1993). A case for social work evaluation of social work education. British Journal of Social Work, 23, 123-138.

Tice, K. (1990). Gender and social work education: directions for the 1990s. Journal of Social Work Education, 26(2), 134-144.

Vayda, E. & Bogo, M. (1991). A teaching model to unite classroom and field. Journal of Social Work Education, 27(3), 271-278.

Weast, D. (1996). Alternative teaching strategies: The case for critical thinking. Teaching Sociology, 24 (April), 189-194.

Weaver, H.N. (1998). Teaching cultural competence: Application of experiential learning techniques. Journal of Teaching in Social Work, 17(1/2), 65-79.

Weick, A. (1993). Reconstructing social work education. Journal of Teaching in Social Work, 8(1/2), 11-30.

Weimer, M. & Lenze, L.F. (1994). Instructional interventions: A review of the literature on efforts to improve instruction. In K. Feldman & M. Paulsen (Eds.), Teaching and Learning in the College Classroom. Needham Heights, MA : Simon & Schuster Custom Publishing, pp. 653-679.

Yamane, D. (1996). Collaboration and its discontents: Steps toward overcoming barriers to successful group projects. Teaching Sociology, 24(October), 378-383.

 

 


Click the links to return to the Pedagogy section or the Social Work section.

You can send Melissa email at socialwork@fullerbecker.com

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This page posted January 9, 2001