{"text_format":"2","workbook":"xls","n_sheets":1,"sheets":["report2"],"not_rendered":{"charts":0,"images":0,"macros":0,"external_links":1,"defined_names":1,"comments":0,"pivot_tables":0},"unopened":[],"bounds":{"document_bytes":16777216,"sheet_cells":100000,"run_cost":"one","rows_first":2000,"rows_last":500,"rows_between":2000,"halvings":0,"cell_chars":16384,"cell_head_chars":4096},"cells_cut":0,"cells_raw":0,"read":"whole","date_system":"1900","formulas":"cached_only"}

{"sheet":"report2","index":0,"n_rows":20,"n_cols":5,"rows_kept":20,"cut":false,"hidden":false,"merged":[[0,2,0,3],[0,4,0,5],[1,2,1,3],[1,4,1,5],[2,2,2,3],[3,2,3,3],[8,2,8,3],[9,2,9,3],[10,2,10,3],[11,2,11,3],[14,2,14,3],[15,2,15,3],[18,2,18,3]],"flags":["formulas_cached_only"]}
[null,"1.","Record Nr.",null,"UNINA9910784723503321"]
[null,null,"Titolo",null,"Effective learning and teaching in social policy and social work / / [edited by] Hilary Burgess and Imogen Taylor"]
[null,null,"Pubbl/distr/stampa",null,"New York : , : RoutledgeFalmer, , 2004"]
[null,null,"ISBN",null,"1-134-31174-5"]
[{"$nulls":4},"1-134-31175-3"]
[{"$nulls":4},"1-280-09621-7"]
[{"$nulls":4},"0-203-44342-X"]
[{"$nulls":4},"0-203-41589-2"]
[null,null,"Descrizione fisica",null,"xx, 229 p"]
[null,null,"Collana",null,"Effective learning and teaching in higher education series"]
[null,null,"Disciplina",null,"361.2/5"]
[null,null,"Soggetti",null,"Social policy - Study and teaching (Higher)"]
[{"$nulls":4},"Human services - Study and teaching (Higher)"]
[{"$nulls":4},"Social work education"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references (p. [197]-218) and index."]
[null,null,"Nota di contenuto",null,"chapter 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; / Pat Young -- chapter Changes in learning and teaching -- chapter 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; / Hilary Burgess -- chapter Content or outcome requirements -- chapter 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 / Peter Beresford -- chapter Promoting equality and inclusion -- chapter Barriers and resources -- chapter Support and retention -- chapter Assessment -- chapter 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; "]
[{"$nulls":4},"Learning styles and strategies 58; The in?uence of the learning environment 62; Teaching learning to learn 63; / Viviene E. Cree -- chapter The in?uence of the learning environment -- chapter 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: / Hilary Burgess -- chapter Learning groups: seminars, group learning and projects -- chapter 7 Walking the assessment tightrope Introduction 82; The purpose of assessment 82; Building an assessment strategy 84; Different forms of assessment 86; Peer / Beth R. Crisp -- chapter Building an assessment strategy -- chapter 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; / Jackie Rafferty -- chapter 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; / Duncan Scott -- chapter The process of learning off-campus -- chapter Conceptual and explanatory issues -- chapter 10 Interprofessional education / Melanie Ashford -- chapter Educator perspective -- chapter 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 / Pat Higham -- chapter 12 Globalization: implications for learning and teaching Introduction 153; Relevance and suitability: two challenges 155; The professional context 160; Student mobility 163; Conclusion 165; / Zo Irving -- chapter The professional context -- chapter Student mobility -- chapter Conclusion -- chapter Useful websites -- chapter 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; / Karen Lyons -- chapter 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; / Imogen Taylor -- chapter The scholarship of learning and teaching."]