Browsing by Subject "pedagogy"
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Item An Assessment of MSW Social Work Curricula: Semester-Long Courses Specifically Related to Immigrants and Immigration(Taylor & Francis, 2024-03-14) Evans, Kerri; Figuereo, Victor; Rosales, Robert; Woo, Bongki; Perez-Aponte, JaimeSocial workers are well positioned to meet the needs of the immigrant population in the United States (U.S.) and social workers across all fields and specializations should both feel competent and have the appropriate skills to work with immigrant clients. In this paper, we provide context around the immigrant population in the U.S. and discuss social work’s role in helping immigrants, and the role of the MSW degree in helping to prepare social workers to work with immigrants. Using publicly available data on MSW school websites, we analyze the prevalence of courses that specifically focus on immigrants or immigration. We found a lack of semester-long immigrant-specific courses in that only 12% of the programs offered these courses. We also noted the geographic clustering of some programs that offer these courses. We propose that schools do one of the following depending on their current course offerings, faculty expertise, and other resources: ensuring that basic content and case examples about immigrants are included in foundational social work courses, and when feasible or appropriate create elective courses, or create a concentration for those wishing to specialize in social work practice with immigrants.Item Challenging the status quo in mathematics: Teaching for understanding(The Conversation, 2017-06-21) Rakes, ChristopherItem Characterizing key developmental understandings and pedagogically powerful ideas within a statistical knowledge for teaching framework(2013) Groth, Randall E.A hypothetical framework to characterize statistical knowledge for teaching (SKT) is described. Empirical grounding for the framework is provided by artifacts from an undergraduate course for prospective teachers that concentrated on the development of SKT. The theoretical notion of “key developmental understanding” (KDU) is used to identify landmarks in the development of SKT subject matter knowledge. Sample KDUs are given for the subject matter knowledge categories of common content knowledge, specialized content knowledge, and horizon knowledge. The theoretical notion of “pedagogically powerful idea” is used to describe how KDUs must be transformed to become useful in teaching. Examples of pedagogically powerful ideas for the pedagogical content knowledge categories of knowledge of content and teaching and curriculum knowledge are provided. Knowledge of content and students is hypothesized as a basis for the development of pedagogically powerful ideas.Item Integrity and Learning: Enhancing Workability and Student Performance Outcomes(SSRN, 2012) Isberg, Steven; Thundiyil, Tomas; Owen, Robert HThis paper uses a positive model of integrity to assess the impact of the practice of integrity on student learning outcomes. The model posits integrity as honoring one's word, and provides a very clear and specific definition of what constitutes one's word. The model is then implemented in a classroom setting, where the degree to which students honor their word is measured. Subsequent statistical tests demonstrate that higher levels of integrity are associated with superior classroom performance, even after controlling for factors such as incoming grade point average and personality traits.Item A modified approach to team-based learning in linear algebra courses(Taylor and Francis Online, 2014-05-29) Nanes, Kalman M.This paper documents the author's adaptation of team-based learning (TBL), an active learning pedagogy developed by Larry Michaelsen and others, in the linear algebra classroom. The paper discusses the standard components of TBL and the necessary changes to those components for the needs of the course in question. There is also an empirically controlled analysis of the effects of TBL on the student learning experience in the first year of TBL use.