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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
Turning Doctoral Students Into Faculty In Gerontological Social Work: The AgeSw Experience, Nancy Kusmaul, Stephanie P. Wladkowski, Sally Hageman, Allison Gibson, Rebecca L. Mauldin, Jennifer C. Greenfield, Noelle L. Fields
Turning Doctoral Students Into Faculty In Gerontological Social Work: The AgeSw Experience, Nancy Kusmaul, Stephanie P. Wladkowski, Sally Hageman, Allison Gibson, Rebecca L. Mauldin, Jennifer C. Greenfield, Noelle L. Fields
Social Work Faculty Publications
Developing faculty interested in aging may help social work meet the needs of our growing aging population. However, doctoral students need a variety of supports to complete PhDs and become gerontological social work faculty. This study explored one program’s role in supporting the development of social work doctoral students to faculty in gerontology. An e-mail invitation was sent to all former participants (2010–2016 cohorts) of the Association for Gerontology Education in Social Work (AGESW) Pre-Dissertation Fellows Program (PDFP). The 38-question online survey consisted of Likert-type scales, multiple answers, and one open-ended question per section about the program’s impacts on …
Exploring The Impact And Implications Of Residential Mobility: From The Neighborhood To The School, Robin L. Ersing, Richard D. Sutphen, Diane N. Loeffler
Exploring The Impact And Implications Of Residential Mobility: From The Neighborhood To The School, Robin L. Ersing, Richard D. Sutphen, Diane N. Loeffler
Social Work Faculty Publications
This cross-sectional study examines residential relocation among a cohort of 495 fifth graders in one urban community in the Southeastern U.S. The impact of residential mobility is discussed in relation to student/family outcomes as well as the stressors placed upon schools. Results support previous findings which suggest residential relocation is correlated with academic problems. In addition, highly mobile students are twice as likely to be referred by teachers for disciplinary intervention and families are five times more likely than their residentially stable counterparts to be involved with child protective services. Implications from this study address the need for school systems, …