“It’s Not Scary”

Holley, Lynn C.; Risley-Curtiss, Christina; Stott, Tonia; Jackson, Diane; Nelson, Russell

doi:10.1177/0886109906295812

Cited by 28 publications

(8 citation statements)

References 24 publications

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“…This study supports the findings of Holley (2007), Lundahl (2008) and Olsen (1990), who have emphasized important links between doing research and the development of more positive student attitudes toward learning research. Students' confusion about the nature of research and anxiety about its purported complexity are partially explained by most students' lack of practical prior experience with research.…”

Section: Implications For Teaching Researchsupporting

confidence: 92%

“…I believe that a lack of exposure was probably the biggest factor inhibiting my attitude for so long. (3)(4)(5)(6)(7)(8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18)(19)(20)(21) These results parallel those of Holley et al (2007), Lundahl (2008) and Olsen (1990), who reported that learning by being involved in research projects results in a more positive attitude toward the process. In particular, involvement in research, including using information derived from it, may well be a key factor in developing positive attitudes toward research.…”

Section: Factors Influencing the Development Of Positive Attitudessupporting

confidence: 89%

See 1 more Smart Citation

Graduate Social Work Students' Attitudes Toward Research: Problems and Prospects

Morgenshtern

Freymond

Agyapong

et al. 2011

Journal of Teaching in Social Work

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This study examines the attitudes of graduate social work students toward research in the contexts of academic study, professional social work practice, and students' personal lives. The authors collected quantitative and qualitative data from MSW students (n = 102) at a major Canadian school of social work. Findings suggest that MSW students appreciate the value of research for their professional and personal lives. However, they are apprehensive about the process of learning research, and when faced with the prospect of conducting research, feel intimidated and powerless. This report discusses factors associated with positive attitudes toward learning research. Teaching strategies to engage students in discovering their research capacities are also explored.

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Section: Implications For Teaching Researchsupporting

confidence: 92%

Section: Factors Influencing the Development Of Positive Attitudessupporting

confidence: 89%

Graduate Social Work Students' Attitudes Toward Research: Problems and Prospects

Morgenshtern

Freymond

Agyapong

et al. 2011

Journal of Teaching in Social Work

View full text Add to dashboard Cite

show abstract

“…A student attempting to learn Discourse Analysis commented, "That was quite unsettling sometimes because no matter how much you read about there being no method to [Discourse Analysis], you do need, sometimes need to feel like you are doing something that is recommended or concrete and there was nothing to lean back on" (Harper, 2008, p. 203). While this student described struggling with lack of procedural guidance, others struggled with the emotional nature of some interactions with interviewees and having to manage their own emotions (Holley et al, 2007) or handle interviewees who became emotional (Roulston et al, 2003).…”

Section: Affective Dimension Of Qualitative Research Students' Learnimentioning

confidence: 96%

A Grounded Theory of Inductive Qualitative Research Education: Results of a Meta-Data-Analysis

Cooper

Chenail

Fleming

2015

TQR

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This paper reports on the first stage of a meta-study conducted by the authors on primary research published during the last thirty years that focused on discovering the experiences of students learning qualitative research. The authors carried out a meta-analysis of the findings of students’ experiences learning qualitative research included in twenty-five published articles. Using constructivist grounded theory to analyze the experience of those seeking to learn qualitative research, including factors that appear to support or interfere with their learning experiences, the authors identified three key dimensions of qualitative research students’ learning experiences—affective, cognitive, and experiential. Based on this analysis, the authors developed a grounded theory of qualitative research education. This theory suggests that students’ learning experiences will be enhanced through the implementation of an inductive approach to qualitative research education that incorporates experiential learning early in the learning experience. This paper reports these findings, presents this grounded theory of inductive qualitative research education, and discusses the implications of the findings of this meta-analysis for those teaching and researching qualitative research.

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“…As a researcher, I have examined disadvantaged students experience of studying social work, especially in relation to pedagogy and curriculum (Newcomb et al 2017). Most research involving human services or social work students is conducted by academics and researchers and rarely is this research done or written by students themselves (Holley et al 2007). In writing about my own experience, I am not trying to speak a universal or even generalisable certainty and I do not proclaim my lived experience as the truth for all social work students or academics (Witkin 2014).…”

Section: Why An Autoethnography?mentioning

confidence: 99%

When Teacher Becomes Student: Unveiling Contradictions within Australian Social Work Education

Newcomb

2019

Social Sciences

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Social work education in Australia is bound by a range of rules and assumptions supported by both higher education institutions and the Australian Association of Social Workers (AASW). This autoethnography explores a range of contradictions within social work education from the unique perspective of someone who was simultaneously a student and academic in social work. This experience occurred because, although PhD qualified in social work, rulings set down by the AASW lead to me being excluded from consideration in permanent roles. The position led me to becoming an online Master of Social Work (MSW) student whilst still being a social work educator allowing me to explore a range of contradictory rules and processes within social work education. Analysis of my reflections, journals, assignments and conversations with colleagues unveiled a range of mixed messages in relation to social inclusion, technical rationalism, self-care and field placement supervision. My findings contribute to current debates about how neoliberalism currently impacts on inclusion in social work education and development of a professional identity. In exploring my dual roles, this autoethnography unveils contradictions within social work education and accreditation that question the social justice mission of the profession.

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“It’s Not Scary”

Cited by 28 publications

References 24 publications

Graduate Social Work Students' Attitudes Toward Research: Problems and Prospects

Graduate Social Work Students' Attitudes Toward Research: Problems and Prospects

A Grounded Theory of Inductive Qualitative Research Education: Results of a Meta-Data-Analysis

When Teacher Becomes Student: Unveiling Contradictions within Australian Social Work Education

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