Civil Society Actors as Catalysts for Transnational Social Learning

This paper explores the roles of transnational civil society organizations and networks in transnational social learning. It begins with an investigation into social learning within problem domains and into the ways in which such domain learning builds perspectives and capacities for effective action among domain organizations and institutions. It suggests that domain learning involves problem definition, direction setting, implementation of collective action, and performance monitoring. Transnational civil society actors appear to take five roles in domain learning: (1) identifying issues, (2) facilitating voice of marginalized stakeholders, (3) amplifying the importance of issues, (4) building bridges among diverse stakeholders, and (5) monitoring and assessing solutions. The paper then explores the circumstances in which transnational civil society actors can be expected to make special contributions in important problem domains in the future.     

The Case of Mitchell's Cube: Interactive and Reflexive Positioning During Collaborative Learning in Mathematics

Using positioning theory as a guiding framework, this qualitative research examined the experiences of students who appeared to be marginalized from collaborative learning in mathematics in a middle school setting. Positioning theory describes the discursive process whereby people are located in conversations as observably and subjectively coherent participants in jointly produced story lines. Interactive positioning describes when one or more persons position another individual. Reflexive positioning describes the positioning of oneself. In this research, I examined instances of (mis)alignment between interactive and reflexive positioning during collaborative learning. Factors potentially contributing to (mis)alignment are considered as well as implications for students, learning, and instruction.     

Actors and networks as objects

This paper explores the application of two contemporary computational methods to the development of sociological theory. Specifically, we combine the methods of object-orientation with discrete event simulation. This approach has several advantages for constructing and evaluating dynamic social theories.In object-oriented program design, objects combine and integrate the traditional concepts of data structures and algorithms, the building blocks of structured programming. Algorithms associated with objects are called methods or member functions. Constructing social actors as objects involves defining both their data attributes and the methods associated with these attributes. We also treat a social network as a computational object. It has data types of nodes and ties. As an object, the network must also have methods that add and delete nodes and ties. Once a network exists, we can create other data types and methods that describe and analyze the network. For example, networks have in-degree and out-degree vectors, and measures of hierarchy. In principle, we can create attributes of networks for all of the structural measures we use to describe networks.We use actor and network objects in a discrete event simulation of a process of formation of dominance structures, exploring several dynamic variations of the underlying theoretical model.     

Children as Public Actors: Navigating the Tensions

Drawing on comparative research with children's participation practitioners in Nicaragua and the United Kingdom, this study explores the thinking that guides their practice. Earlier models are considered inadequate to describe complex, multidimensional participation processes. Whilst several differences are observed, the key issues or tensions are similar in both countries. Fifteen tensions are discussed in three categories. Most are tensions between participation as social control and participation as empowerment, which apply to all marginalised groups, not just children. The second group is specific to children. Finally, there are tensions between process and product. It is suggested that practitioners could use this analysis to reappraise and improve practice.     

A Case-based Collaborative Learning Model for Teaching Advocacy

Social work graduate school programs focusing on clinical practice have traditionally attended less to the profession's advocacy role. Masters-level clinical social work students, therefore, may not receive adequate training to understand their roles in advocating for or against policies that directly impact their practice. This article proposes a collaborative learning model called ‘Advocacy Week’, which prepares students for a statewide NASW-sponsored Advocacy Day. Using case presentations prepared in collaboration with clinical and policy social work faculty, aspiring clinical social work practitioners are exposed to the relevance of advocacy. Preliminary findings suggest that graduate students exposed to this model become aware of their advocate role as part of their clinical practice, a knowledge which has implications for social work education.     

Discourse Analysis Teaching and Learning for College Students

This paper intends to illustrate how to teach college English especially on discourse analysis. Teachers can use discourse analysis as a research method for investigating their own teaching practices. And learners can benefit from using discourse analysis to explore what language is and how it is used to achieve communicative goals in different contexts.     

A Collaborative Approach to Service,Learning, and Scholarship

ABSTRACT

This article describes a research course that was a collaborative endeavor between a school of social work and a community organization. This project was guided by learning, service and scholarship goals. Specifically, the participants in this course provided a pro-bono evaluation for a community benefits district. The benefits district solicited assistance from the authors, with the caveat that district members not be involved in the data collection and analysis. The authors situate this project on a continuum of traditional versus participatory research, and propose a “mixed” model for collaborative university-community efforts. The authors suggest ways of engaging students in “real world” research that benefits the community and facilitates their own training as macro social work practitioners. Factors that facilitate and hinder such a project are also discussed.     

Students and Refugees Together: Towards a Model of Practice Learning as Service Provision

Between 2001 and 2003, 14 assessed placements were provided for social work students through students creating a ‘virtual’ agency offering a service to refugees and asylum seekers. Drawing on research in progress regarding a unique project in South West England, this paper explores an inclusive model that creates a context for students to integrate theory and practice at the cutting edge of professional practice.

The START project is a service to refugees and asylum seekers, a group that experience acute social exclusion and media‐induced hostility, provided for two years entirely by students as part of their professional course requirements. Holistic, needs‐led assessment, cultural sensitivity and advocacy by students allow families and unaccompanied minors to access otherwise inaccessible resources.

In the current context of changing arrangements for practice assessment, emphasis on multi‐disciplinary learning and service user involvement, this offers an alternative to the ‘apprenticeship’ model for students in developing a secure professional identity. Student learning is framed as contribution rather than burden in the organisational and employment arena and service‐user outcomes have been dramatic. The focus of this paper is on the educational impact from the perspectives of students and practice teachers and an alternative model of practice learning.     

大学生国学修养状况的调查

国学在大学生中热了起来。可是这场“国学热”在大学生中却呈现出散而无序、盲自跟风的状态。鉴于此,本研究选定西南大学在校本科生作为个案调研,对北京师范大学180名大学生进行问卷调查。本文以近几年来“国学热”的现状及其在大学校园造成的影响为线索,以引导国学在大学生群体中健康持续发展为目的,分析当代大学生国学修养状况、“国学热”在大学生群体中形成的独特原因,以及提高大学生国学修养所面临的问题,并探寻国学在大学校园发展的现实途径。     

Applied Learning: A Project for Graduate Social Work Students

This paper describes a pilot project to develop an effective applied learning experience for graduate social work students. An asset-based social justice model was used as a guide in the development of the project. Importance was placed on the host community determining its own needs and the contributions the students would provide. A partnership with community stakeholders was developed. The stakeholders decided the needs to be addressed and the faculty prepared the students to meet those needs. Successes and limitations of the pilot project are reviewed.     

Institutional Pluralism,Organizations, and Actors: A Review

The institutional logics perspective holds the promise of delivering where neo‐institutionalist theory has disappointed – the ability to address key societal problems such as inequality, social discrimination, and economic insecurity – a promise that, as of yet, has been unrealized. In this review, I provide an overview of the body of work within the institutional logics perspective that addresses the co‐existence of multiple institutional logics influencing identities, values, cognitive frameworks, and practices – institutional pluralism. I demonstrate how pluralism diverges from conventional neo‐institutionalist theory in its view of institutional fields as heterogeneous spaces. I then review the implications for organizations and social actors responding to multiple logics in the institutional environment. In the discussion section, I argue that the study of pluralism, in acknowledging human agency, politics, and collective mobilization, opens the door for creative resolutions to societal problems hitherto overlooked in neo‐institutional theory. Despite the promise, I address key research areas that remain unresolved or under‐addressed in the institutional pluralism perspective.     

Learning Through Teaching: A Study of Social Work PhD Students in Their Roles as Educators and Learners of Research

PhD social work education programs train students to become effective researchers. Less recognized are the potential opportunities for PhD students to develop in their role as educators and the possible benefits of honing doctoral students’ knowledge of research through their role as educators. This study explored these opportunities for social work PhD students who taught an introductory research methods course to MSW students. Findings suggest that potential strong, mutual benefits for PhD and MSW students exist, and institutional supports improved PhD students’ confidence as educators and researchers. Finally, integration of Kolb’s experiential learning theory and Feynman’s mental model in the doctoral social work curriculum may enhance the profession’s development of future leaders.     

Patterns of Field Learning Activities and Their Relation to Learning Outcome

Field practicum is an active learning process. This study explores the different learning stages or processes students experience during their field practicum. First-year master's of social work students in field practica were asked how much they had engaged in educational learning activities such as observation, working independently, process recordings, and conceptual linkage activities for their practice. Forty-eight students completed a questionnaire three times over the first-year field practicum. The results showed that observation and process recording decreased over the time points. However, most of the participatory activities and conceptual linkage activities increased. Conceptual linkage activities were more strongly related to learning outcomes than observational or participatory activities. The discussion includes suggestions for enhancing student learning over the course of the field practicum.     

Learning Global Social Conditions: A Broader View for Social Work Students

Today, students are increasingly interested in global issues. To meet this need, social work education must find models to incorporate international content into social work curriculum. This article presents a pedagogical experience to familiarize social work students with comparative social welfare from a global perspective. In a graduate seminar, students utilized data from the United Nations and the World Bank to examine social conditions in different parts of the world in order to gain a broader view of global social conditions. The result was a compilation of profiles highlighting the social conditions of developing countries across different regions of the globe. Furthermore, based on students’ feedback, the benefits of doing such comparative study and the implications for internationalizing social work curriculum are discussed.     

A Screening,Brief Intervention,and Referral to Treatment Collaborative: Impact for Social Work Students

Screening brief intervention, and referral to treatment (SBIRT) is a clinical intervention empirically linked to reductions in substance usage. However, less is known on how to effectively train social work students on SBIRT. This study examines the impact of a SBIRT training administered to BSW and MSW students (N=228) at the University of Oklahoma. Based on exposure to the training, our evaluation measured changes on students’ objective knowledge of how to perform SBIRT and in attitudes toward practicing with substance users. Results indicated exposure to the training was associated with robust gains across variables and across classes. Such results suggest that the proffered SBIRT training is an effective means to educate social work students on substance abuse practice.     

Technology-Enhanced Practice Courses and Collaborative Learning in Distance Education

This article describes the use of a research-based teaching model using digital technology to enhance self-efficacy and group work practice skills in an undergraduate social work course. Our project focused on the development of group leadership interactional skill training for undergraduate social work students. We present pedagogical and theoretical approaches explaining a teaching model, which is designed to utilize digital technology and collaborative learning strategies in Interactive Video Connected (IVC) and traditional face-to-face classrooms. We explore how the teaching model impacts student perception of self-efficacy regarding group work practice skills.