Search

In its new edition, The Practice of Generalist Social Work provides in-depth understanding of the knowledge, skills, values, and affective and cognitive processes needed for social work practice in the present moment. Grounded in a strengths-based perspective, chapters in the textbook discuss practice with individuals, families, groups, communities, and organizations and guide students through all phases of the change process with the aid of case studies, examples, and exercises that highlight and provide connections to real-life practice situations. Theoretical frameworks, important value and ethical considerations, and pivotal communication skills are all included in the text’s comprehensive coverage of different practice settings with clients and communities. The sixth edition is now guided by the 2022 Council on Social Work Education Educational Policy and Accreditation Standards (EPAS), with connections to renewed objectives and competencies integrated throughout, and is further updated to reflect and focus on new developments within the discipline. These include anti-racism efforts and movements to address entrenched racial inequities; the practice of cultural humility and cultural responsiveness; and attention to community-based implications of the COVID-19 pandemic. Strengthened and now fully up to date, this edition of The Practice of Generalist Social Work provides a sweeping, in-depth, and lively introduction to social work practice for generalist courses, and is supported by a range of fully updated resources for instructors and their students on www.routledgesw.com/.

Self-regulated learning and EFL speaking competence are seen as crucial abilities for students to acquire in the twenty-first century.However, EFL students' performance in self-regulated learning and speaking has not been optimal.Therefore, the implementation of flipped classrooms aims to achieve a breakthrough in self-regulated learning and EFL speaking competence.So, by taking an interpretative qualitative approach, this study explored in-depth the pivotal factors that caused the influence of the flipped classroom on students' self-regulated learning and EFL speaking competence from the perspective of students' own experiences and viewpoints.The data collected include students' records of academic performance and reflective journals and indepth interviews with eight university students to explore pivotal factors for the influence of the flipped classroom on students' self-regulated learning and EFL speaking competence.Thematic analysis was used to analyze the data.The results showed student-related factors (learning style, learning interests, and self-confidence) and classroom-related factors (flipped classroom design, content and materials, and quality of instructions) influencing the students' development of self-regulated learning and EFL speaking competence in the flipped classroom.The findings shed light on the factors why the flipped classroom influences self-regulated learning and EFL speaking competence.Moreover, the study proposes a student-oriented framework for EFL speaking flipped classrooms to help enhance students' self-regulated learning and EFL speaking competence.

Training using virtual reality has been applied in many fields
\nof education, but primarily in the fields of health and safety,
\nengineering and technical education, and general education.
\nNumerous studies assessing the use of immersive training
\nin education have yielded promising results in educational
\noutcomes, but there is not yet in the literature a systematic
\nanalysis of the effects of virtual reality training on student
\nlearning. This paper presents a meta-analysis of the results of
\navailable studies that assess virtual reality training’s impact
\non student learning and skills development, and which rely
\non robust evaluation methods. The study’s primary purpose
\nis to identify the extent to which immersive training can
\nsuccessfully develop students’ skills across different fields of
\neducation and the size of the effects encountered. The analysis
\npresented here relies on 31 primary studies and more
\nthan 90 experiments. The results indicate that, on average,
\nvirtual reality training is more effective than traditional
\ntraining in developing technical, practical, and socio-emotional
\nskills. The results are particularly promising in fields
\nrelated to health and safety, engineering, and technical
\neducation. The results also indicate that students who are
\nexposed to virtual reality training are more efficient in using
\ninputs and time and/or avoiding performance errors than
\nstudents receiving traditional training.

Graduate supervisors need ongoing educational development to enhance and develop their supervisory skills. From new supervisors to the experienced ones, faculty members all benefit from gathering to discuss and exchange their experiences and supervision practices. Increasingly, research is focusing on the study of best practices for graduate supervision given the need to enhance the student/supervisor relationship and students’ satisfaction with the quality of supervision. Offering educational development opportunities for graduate supervisors is complicated and needs more attention from universities. This paper aims to shed some light on the role of graduate supervisors, the factors that contribute to a successful graduate supervision experience, the factors that contribute to the complexity of graduate supervision with a discussion of different types of support for a successful graduate supervision and lastly, by introducing the design of a MOOC that focuses on Quality Graduate Supervision to be offered at the University of Calgary.

For both economic and political reasons, education policy makers and semi-regulatory organizations have initiated primarily two pseudo-events that they want the public to embrace as a means of perpetuating a consensus-driven curriculum: 1) social justice and equality is achieved by categorizing almost all students’ academic performance as “average”; and 2) high-stakes examinations and rubrics are valid substitutes for demonstrating equity and broad field knowledge. We begin by identifying the problems with attempting to categorize attributes associated with being “average.” This is explained by an educational strategy that we call “equivalence by leveling.” We then examine rubrics and standardized testing and how these assessment protocols adversely affect “average” students. In doing so, we investigate the groups that benefit from these policies, and how these groups cause collateral damage. We close by offering suggestions toward a more dialectic framework that includes dissensus, conversation, and dialectic interaction as prerequisite criteria for curriculum development.

Science education scholars emphasize the significance of an integrative, interdisciplinary STEM (Science, Technology, Engineering, and Mathematics) education that encourages students to learn about the natural world through exploration, inquiry, and problem-solving experiences. This article reports on a professional development program aimed at improving a group of secondary science and mathematics teachers’ competence in using a problem-based approach in the teaching of STEM. Through surveys, qualitative interviews and focus groups, the study investigated the teachers’ understanding and perceptions of problem-based learning (PBL) as an approach to interdisciplinary STEM education as well as their perceptions of the personal and systemic challenges in implementing such an approach in their professional practice. This investigation offers insight into how university-based professional development programs can support secondary educators’ understanding of, and ability to use an interdisciplinary problem-based STEM approach in their schools and classrooms. The study concludes with implications for practice and a discussion of how future interdisciplinary professional development can be conceptualized.

Purpose: This study was conducted with the aim of (1). Analyzing and interpreting the impact of work motivation on job satisfaction of family planning instructors (PLKBs) in South Sulawesi. (2) Analyzing and interpreting the impact of compensation on PLKB job satisfaction in South Sulawesi. Theoretical framework: The theoretical implication is that this study integrates the theory of reinforcement of motivation and self-determination to investigate the determinants of extension worker performance. The theory of motivational reinforcement was put forward by Skinner (2014), who states that behavior is influenced by its consequences. Design/methodology/approach: The research methods used in this study are descriptive analysis and SEM (structural equation modeling) analysis using the AMOS program. The research method used is a survey research method, i.e., primary data collection using a questionnaire (Suzerweni, 2020: 13). A representative of the Regional Family Planning Agency (OPDKB) of the National Family Planning Population Organization of South Sulawesi developed the questionnaire to measure job motivation, compensation, work methods, job satisfaction, and employee performance. Findings: The results of the study show that (1). Job motivation (X1) has a direct positive and significant effect on job satisfaction. Compensation has a positive and significant effect on job satisfaction (3). Work methods have a positive and significant effect on job satisfaction (4). Expanding work motivation has a positive and negligible impact on employee performance. Research, practical and social implications: The summary of the discussion of the results of this study is that according to the results of the research analysis, each observation is described in a coherent manner based on the interpretation of the effect between variable variables and variable indicators, then supported by several relevant theories and links to several previous studies. Originality/Value: Compensation indirectly has a positive and significant impact on the performance of extension workers. Indirect expansion of work approaches has a positive and not significant impact on employee performance.

Teachers are one of the main factors for success in education. The teacher is an agent of change to students. The purpose of this study is to use a literature review approach to gain insight into the systematic mapping review for the article under consideration. A literature review, one of the main reasons for the importance of a professional teacher who becomes an agent of change for his students. Methods in this study using the literature review method by searching various sources from Google Scholar, Scopus, WOS and also Erics. The results of this study are that being a professional teacher is required. The teacher's professional attitude is manifested in the form of being able to control oneself, which is expressed through a spiritual mental attitude, so that he always acts based on moral values, principles of life, and behaves religiously in accordance with his religion and belief in carrying out his duties.

The purpose of the study was to explore and describe the lived experiences of registered nurses and student nurses regarding the clinical supervision of student nurses in medical and surgical wards. The findings will be a basis to develop an educational programme to support registered nurses during clinical supervision in the same context.The study was a qualitative, explorative, descriptive and contextual in nature. This paper describes Phase 1, of the study aimed to explore and describe the experiences of registered nurses and student nurses regarding clinical supervision of student nurses. Data was collected through in-depth individual face to face interviews thereafter data were analysed based on the Tesch’s method of qualitative data analysis. The numbers of interviews conducted were 35 in total, made up of 27 interviews with student nurses and 8 interviews with registered nurses. The numbers were determined based on the subject who availed themselves for the study as well as data saturation.Study revealed managerial, educational as well as non-conducive environment challenges experiences by registered nurses and student nurses during clinical supervision of student nurses.It was concluded that educational programme should be developed in order to support registered to manage those challenges. The development of the programme is outlined in article part 2.