Evaluating the outcomes of intensive critical thinking instruction for social work students

Plath, Debbie; English, Brian; Connors, Louisa; Beveridge, Alex

doi:10.1080/02615479911220201

Cited by 44 publications

(27 citation statements)

References 5 publications

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“…There are very few social work sources that detail this approach (Gray & Gibbons, 2002;Plath, English, Connors, & Beveridge, 1999). This lack of a whole of curriculum view is probably an artefact of how social work courses are structured.…”

Section: Introductionmentioning

confidence: 93%

Whole Curriculum Mapping of Assessment: Cartographies of Assessment and Learning

Watts

Hodgson

2015

Social Work Education

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Approaches to curriculum design often occur at the unit or course level within social work education. Only rarely have ‘whole of curriculum’ approaches been discussed in the literature. This paper describes the creation of a ‘whole of curriculum approach’ to social work teaching and learning within an Australian University. The project involved the creation of a methodology and conceptual framework to map assessment across an entire social work curriculum. In doing so, the mapping exercise provided a way to evaluate the sequencing and integration of assessment tasks across the four-year degree pathway, and judge the effectiveness that such assessments fit with theories and research on assessment more broadly, and with the graduate outcomes for a social work degree. This paper outlines the background to the 2013 assessment project and its alignment to the curriculum mapping. It argues and explains how a systematic approach to mapping and improving social work curriculums can be achieved

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Section: Introductionmentioning

confidence: 93%

Whole Curriculum Mapping of Assessment: Cartographies of Assessment and Learning

Watts

Hodgson

2015

Social Work Education

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“…Regarding teaching critical thinking approaches, Ennis (1989), Plath, English, Connors and Beveridge (1999) and Halpern (2002) classified the approach to critical thinking instruction into three categories: "the general approach", "infusion approach", "and immersion approach".…”

Section: Teaching Methods For Improving Critical Thinking Skillsmentioning

confidence: 99%

Islamic Teachers’ Perceptions of Improving Critical Thinking Skills in Saudi Arabian Elementary Schools

Alwadai¹

2014

JEL

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The intent of this explanatory sequential mixed-method study is to examine Islamic teachers' thoughts on improving critical thinking skills in elementary schools in the Southwestern province of Saudi Arabia. This study involves the collection of quantitative data and an explanation of the quantitative results with qualitative data. In the first phase, a survey was administered to Islamic teachers in Saudi elementary schools to assess their opinions on improving students' critical thinking skills and to identify the factors that influence or hinder their implementation of critical thinking instruction. In the second phase, qualitative data was collected using semi-structured interviews with a number of Islamic teachers in order to explore more fully their perceptions toward improving students' critical thinking skills in Saudi elementary schools. The reason for collecting both quantitative and qualitative data was to obtain a better understanding of the gathered information than would be possible using only one of these methods.In regard to the barriers for improving the critical thinking ability of elementary education students, the participants reported seven major obstacles, which are student ability, ii teaching methods, classroom structure, Saudi society and the school community, pre-service teachers preparation programs and in-service teacher professional developmental programs, and the Islamic studies curriculum. The highest ranked obstacle was student ability, with an overall mean of 4.31on a 5-point scale. Teaching methods, with a total mean of 4.29, was the second most cited barrier. The third was classroom structure, with a total mean of 3.72. The study participants ranked society and school community as the fourth obstacle, with a total mean of 3.70, and pre-service teachers preparation programs and in-service teacher professional developmental programs with a total mean of 2.69. The Islamic studies curriculum was ranked sixth in obstacles to improving critical thinking for elementary education students, with a total mean of 2.57.These findings suggest there is a need to also examine female Islamic teachers' perceptions toward critical thinking in the Southwestern region of Saudi Arabia in order to identify the similarities and differences between the perceptions of male and female teachers.It is vital to investigate perceptions of teacher of other disciplines, such as language art, social science, English, and math, in an effort to provide policy makers in the Ministry of Education with a holistic picture of the Saudi educational system. Qualitative studies, interviews with students, and classroom observations can be carried out to investigate students' perceptions as to how critical thinking is taught in the classroom and whether teaching style is a primary obstacle to it being taught. There is an urgent need for an in depth examination of the influence society and the school community has on teaching students' thinking in general and critical thinking in particular. Finally, more research is needed...

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“…The positive outcomes in these professions prompted social work educators in Australia to examine closely the use of reflective methods in educating graduate social work students. Their learning model is one that stresses self-awareness, selfcare, and exploration of family of origin issues in preparation for social work practice (Plath, English, Connors, & Beveridge, 1999). Since then, reflective/experiential learning models have been shown to promote stronger emotional stability, better client outcomes, enhanced ethics and cultural competencies, lower professional burnout rates, and better intellectual development (Hatem et al, 2007;Horton-Deutsch & Sherwood, 2008).…”

Section: Experiential Learningmentioning

confidence: 99%

Integration of Personal/Professional Self (IPPS) Through Reflective/Experiential Learning

Taylor

Cheung

2010

Journal of Teaching in Social Work

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This mixed-method in vivo exploratory study examines the learning strategies that prepare students for social work practice and shows that these strategies can make a measurable difference. Though many authors have called for self-awareness to promote cultural sensitivity, the concept of the integrated personal/professional self has not previously been defined, operationalized, or formally validated with any instrument. From 1999 to 2004, a total of 24 Title IV-E stipend students explored personal life issues through an individualized "SELF" course. Thematic analyses and t-tests of alumni data showed significant improvement in cognitive and ethical development, burnout reduction, and competency enhancement by participation in SELF.

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Evaluating the outcomes of intensive critical thinking instruction for social work students

Cited by 44 publications

References 5 publications

Whole Curriculum Mapping of Assessment: Cartographies of Assessment and Learning

Whole Curriculum Mapping of Assessment: Cartographies of Assessment and Learning

Islamic Teachers’ Perceptions of Improving Critical Thinking Skills in Saudi Arabian Elementary Schools

Integration of Personal/Professional Self (IPPS) Through Reflective/Experiential Learning

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