LEADER 07139nam 22006374a 450 001 9910958518903321 005 20251116202918.0 010 $a1-134-31174-5 010 $a1-134-31175-3 010 $a1-280-09621-7 010 $a0-203-44342-X 010 $a0-203-41589-2 024 7 $a10.4324/9780203415894 035 $a(CKB)1000000000405361 035 $a(MiAaPQ)EBC198501 035 $a(Au-PeEL)EBL198501 035 $a(CaPaEBR)ebr10094628 035 $a(CaONFJC)MIL9621 035 $a(OCoLC)57241935 035 $a(OCoLC)647403098 035 $a(BIP)63752935 035 $a(BIP)10006441 035 $a(EXLCZ)991000000000405361 100 $a20040322d2004 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aEffective learning and teaching in social policy and social work /$f[edited by] Hilary Burgess and Imogen Taylor 205 $a1st ed. 210 $aNew York $cRoutledgeFalmer$d2004 215 $axx, 229 p 225 1 $aEffective learning and teaching in higher education series 311 08$a0-415-33495-0 311 08$a0-415-33496-9 320 $aIncludes bibliographical references (p. [197]-218) and index. 327 $tchapter 1 Dancing on a moving carpet: the changing context Introduction 1; Conceptualizing change in higher education 1; Changes in learning and teaching 6; Challenges for social policy and social work lecturers: commonality and differentiation 8; /$rPat Young -- $tchapter Changes in learning and teaching -- $tchapter 2 Designing the curriculum: complexity, coherence and innovation Introduction 13; Mapping curriculum design 13; Contexts 14; Time 14; Participation 16; Choice of educational approach 17; Constructive alignment 19; Content or outcome requirements 20; Modes of delivery 22; Balancing educational, institutional and practical considerations 23; Imagination, creativity and innovation 25; /$rHilary Burgess -- $tchapter Content or outcome requirements -- $tchapter 3 Participation in social policy and social work learning Introduction 27; The policy background 27; The new context of involvement 28; Awareness: a pre-requirement for involvement 29; Engaging whom? 31; Challenging exclusion 33; Principles for /$rPeter Beresford -- $tchapter Promoting equality and inclusion -- $tchapter Barriers and resources -- $tchapter Support and retention -- $tchapter Assessment -- $tchapter 5 Students learning to learn Introduction 55; Have ye no nished with the learnin yet? 55; What is learning? 56; What is learning to learn? 57; Individuals as learners 57; Learning styles and strategies 58; The in?uence of the learning environment 62; Teaching learning to learn 63; /$rViviene E. Cree -- $tchapter The in?uence of the learning environment -- $tchapter 6 Promoting interactive learning and teaching Introduction 67; Lectures 67; Learning groups: seminars, group learning and projects 70; Problem-based learning 72; Experiential learning 74; Critical analysis of theory 78; Supporting student learning: /$rHilary Burgess -- $tchapter Learning groups: seminars, group learning and projects -- $tchapter 7 Walking the assessment tightrope Introduction 82; The purpose of assessment 82; Building an assessment strategy 84; Different forms of assessment 86; Peer /$rBeth R. Crisp -- $tchapter Building an assessment strategy -- $tchapter 8 Towards eLearning: opportunities and challenges Introduction 95; Learning in the information society 97; eLearning in social policy and social work 98; Three stages of engaging with eLearning 100; Challenges to educators 102; /$rJackie Rafferty -- $tchapter 9 Developing learning beyond the campus: increasing vocationalism and declining pedagogy? Introduction 109; The process of learning off-campus 110; Conceptual and explanatory issues 111; Social policy eldwork 112; /$rDuncan Scott -- $tchapter The process of learning off-campus -- $tchapter Conceptual and explanatory issues -- $tchapter 10 Interprofessional education /$rMelanie Ashford -- $tchapter Educator perspective -- $tchapter 11 Continuing professional development and education Introduction 138; Who are the learners? 139; The context for CPD 140; What should CPD students learn? 144; How might CPD students be enabled to learn? 147; Examples of teaching /$rPat Higham -- $tchapter 12 Globalization: implications for learning and teaching Introduction 153; Relevance and suitability: two challenges 155; The professional context 160; Student mobility 163; Conclusion 165; /$rZo Irving -- $tchapter The professional context -- $tchapter Student mobility -- $tchapter Conclusion -- $tchapter Useful websites -- $tchapter 13 International perspectives Introduction 169; A comparative perspective on the role of the state in welfare 170; De?nitions and rationale 173; Implementation issues and resources for internationalizing the curriculum 177; /$rKaren Lyons -- $tchapter 14 Developing the university as a learning organization Introduction 184; Modernization and the learning organization 185; The learning organization 186; The scholarship of learning and teaching 189; Strategies to support the development of the scholarship of learning and teaching in social policy and social work 192; The importance of academic management 195; /$rImogen Taylor -- $tchapter The scholarship of learning and teaching. 330 $aWritten to meet the needs of teachers, lecturers, tutors and trainers, this is the essential guide to understanding the key issues in learning and teaching in social policy and social work - as well as related areas such as early childhood studies, youth and community work and probation studies.The field of social care is constantly changing, and this book acts an accessible introduction to all the core concerns that will be critical to teaching professionals working in the field today. Key areas covered include curriculum planning, design and delivery of teaching, assessment, promoting inclusion, e-learning and interprofessional practice. This book also aims to provide an international perspective, outlining innovative best practice from around the world.Written for undergraduate and postgraduate level teaching, less experienced teachers looking for authoritative, expert guidance will find this title indispensable, as will more experienced professionals seeking material for reflection. 410 0$aEffective learning and teaching in higher education. 606 $aSocial policy$xStudy and teaching (Higher) 606 $aHuman services$xStudy and teaching (Higher) 606 $aSocial work education 615 0$aSocial policy$xStudy and teaching (Higher) 615 0$aHuman services$xStudy and teaching (Higher) 615 0$aSocial work education. 676 $a361.2/5 701 $aBurgess$b Hilary$f1954-$01871561 701 $aTaylor$b Imogen$01871562 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910958518903321 996 $aEffective learning and teaching in social policy and social work$94480443 997 $aUNINA