The educational orientations of graduate social work faculty

Journal of Social Work Education

Volumn 34, Issue 3, 1998, Pages 427-436

  Pearson, Patricia G ^a  

^a KEAN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85011476469     PISSN: 10437797     EISSN: 21635811     Source Type: Journal    
DOI: 10.1080/10437797.1998.10778937     Document Type: Article

References (14)

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4. Gross, G., Rosa, L., Sc Steiner, J. R. (1980). Educational doctrines and social work values: Match or mismatch? Journal of Education for Social Work. 1613, 21-28.
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6. Kneller, G. S. (1964). Introduction to the philosophy of education. New York: Wiley.
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8. Lewis, P. J. (1987). Utilization of andragogical principles in a bachelor of social work program. (Doctoral dissertation, City University of New York, 1986.) Dissertation Abstracts International, 48, 3033A.
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10. Mennen, F. E., De Pearlmutter, L. (1991). Encour-agingteaching excellence: Aiding the transition from practitioner to professor. Arete, 16(2), 34-38.
11. Somers, M. L. (1970). Contributions of learning and teaching theories to the explication of the role of the teacher in social work education. Teaching and learning in social work education. New York: Council on Social Work Education.
12. Thomlison, R., & Seidl, F. (1974). An experiment in curriculum innovation in graduate social work education. Journal of Education for Social Work, 10(3),93-98.
13. Trigg, A. M., & Cordova, F. D. (1987). An integrated model of learning. Radiologic Technology, 58,431-436.
14. Vernon, D. A. T., Sc Blake, R. L. (1995). Does problem-based learning work? A meta-analvsis of evaluative research. Academic Medicine, 68,550-563.