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Articles 1 - 18 of 18
Full-Text Articles in Social Work
Ensuring Equity In Education: End Exclusionary Discipline To Protect All Students Access To Learning, Emma Daugherty, Dominika Dyminski, Lacey Erickson, Carly Manderfeld
Ensuring Equity In Education: End Exclusionary Discipline To Protect All Students Access To Learning, Emma Daugherty, Dominika Dyminski, Lacey Erickson, Carly Manderfeld
Master of Social Work Student Policy Advocacy Briefs
A student's race, disability status and previous history of discipline are leading factors associated with being subjected to exclusionary discipline. This contributes to a negative cycle of discipline for our Black, Indigenous, and other students of color (BIPOC) and students with disabilities. This cycle prevents BIPOC and students with disabilities from learning, growing, and reaching their full potential. Minnesota must disrupt this negative disciplinary cycle by ending subjective disciplinary practices and investing in practices that promote an equity and a healthy school environment for all students.
Learning Styles, Megan Paul
Learning Styles, Megan Paul
Umbrella Summaries
What are learning styles? The concept of learning styles is the idea that people differ in the way that they learn best, and instructors should determine each trainee’s optimal style and then use training methods that match the trainee’s style (Pashler, 2009). There are dozens of different learning style classifications, including such styles or dimensions as visual, auditory, kinesthetic, and tactile modality preferences (Dunn & Greggs, 2003, cited in Coffield et al., 2004); concrete vs. abstract and sequential vs. random (Gregorc, 1982a, cited in Coffield et al., 2004); holistic vs. analytic and verbalizer vs. imager (Riding & Raynor, 1998, cited …
Signaling In Training, Megan Paul
Signaling In Training, Megan Paul
Umbrella Summaries
What is signaling? In a learning environment, signaling refers to cues that direct learners’ attention to specific instructional content or that emphasize how the content is organized (van Gog, 2014). Signals can be verbal (oral or written) or visual (static or dynamic images or graphics). More commonly studied examples include: signals in written materials: underlining, italics, bold, highlighting, outlines, headings, overviews, and summaries signals in visual materials: arrows, circles, flashing, color coding, spotlighting (graying out some content), zooming in on key content, and gestures of pedagogical agents When signals are used only in written text (i.e., without accompanying …
Self-Explanation In Training, Megan Paul
Self-Explanation In Training, Megan Paul
Umbrella Summaries
What is self-explanation? Self-explanation is “a process by which learners generate inferences about causal connections or conceptual relationships” (Bisra et al., 2018). It involves pausing to think more deeply about instructional content, to better connect it with prior knowledge or to check for understanding. Self-explanations can be prompted (through specific instructions or questions) or unprompted (done spontaneously by a learner). Prompts can include instructions to explain, open-ended questions, or closed-ended questions such as multiple choice (Bisra et al., 2018). There is no one type of self-explanation. Examples include providing rationale for a decision or belief and explaining a concept, process, …
Leadership Training, Megan Paul
Leadership Training, Megan Paul
Umbrella Summaries
What is leadership training? Leadership training is a broad term with no universal definition. For the purposes of this review, it refers to “programs that have been systematically designed to enhance leader knowledge, skills, abilities, and other components” and it includes “all forms of leader, managerial, and supervisory training/development programs and/or workshops” (Lacerenza et al., 2017, p. 1687). As with all training, leadership training can vary in many ways. Below are some of the more common aspects that have been empirically evaluated: Needs analysis: whether a systematic process was used to identify training needs and design the training accordingly …
Conversational Style In Training, Megan Paul
Conversational Style In Training, Megan Paul
Umbrella Summaries
What is conversational style? Conversational style refers to a combination of stylistic strategies to personalize instructional text (oral or written) for learners. These include “the use of first and second rather than third person, directly addressing the reader, revealing [the author’s] personal beliefs, and/or using polite forms of address” (Ginns et al., 2013, p. 452). The following excerpts illustrate such styles: “During inhaling, the [your] diaphragm moves down creating more space for the [your] lungs” (Mayer et al., 2004) “Let me tell you what happens when lightning forms” (vs. just the scientific description; Moreno & Mayer, 2000) …
After-Action Reviews, Megan Paul
After-Action Reviews, Megan Paul
Umbrella Summaries
What are after-action reviews? An after-action review (AAR) is “a systematic technique that turns a recent event into a learning opportunity through a combination of task feedback, reflection, and discussion” (Keiser & Arthur, 2020, p. 2). The process has been used in various fields, leading to a variety of labels, including after-event review, debrief, guided team self-correction, and reflexivity (e.g., Chen et al., 2018; Couper et al., 2013; Ellis & Davidi, 2005; Smith-Jentsch et al., 2008). Note that though the term “debrief” is sometimes used, AARs are distinct from debriefing sessions that are intended to help individuals process stressful or …
Seductive Details In Training, Megan Paul
Seductive Details In Training, Megan Paul
Umbrella Summaries
What are seductive details? In a learning environment, seductive details are interesting but unimportant details that are not necessary to achieve the instructional objective (Garner et al., 1989). The information may be tangentially related to the topic but is not relevant to the main teaching goal. Such details are often included for the purpose of making the topic more interesting and engaging. There are many potential types of seductive details; they can be visual, verbal, or aural—static or dynamic images (e.g., illustrations, photos, animations), written or spoken words (e.g., text, narration), or sounds (e.g., music; Sundararajan & Adesope, 2020). Why …
Pedagogical Agents, Megan Paul
Pedagogical Agents, Megan Paul
Umbrella Summaries
What are pedagogical agents? Pedagogical agents are “lifelike characters presented on a computer screen that guide users through multimedia learning environments” (Clarebout & Heidig, 2012, p. 2568). Pedagogical agents can vary in multiple ways. The following characteristics have been most studied: appearance (two-dimensional [2D] vs. three-dimensional [3D]), eye gaze, facial expression, gesturing, motion, and gender. The simplest pedagogical agent would be a static, 2D image with just text, and a complex agent would be a dynamic, 3D person or character that talks, gestures, and has eye movements and facial expressions. Why are pedagogical agents valuable? Pedagogical agents are valuable because …
Training Tests, Megan Paul
Training Tests, Megan Paul
Umbrella Summaries
What are training tests? For this purpose, training tests include any form of knowledge assessment intended to gauge learning from training. Tests can be of varying lengths, formats (e.g., true/false, multiple choice, short answer), or labels (e.g., quiz, learning checks). The important feature is that they require learners to practice retrieving training-related information from memory. Thus, the focus here is on knowledge and understanding, versus skill acquisition. Why are training tests valuable? Training tests are valuable because the act of taking a test improves subsequent learning outcomes. More specifically, people who take a test perform better on later assessments of …
Pre-Training Interventions, Megan Paul
Pre-Training Interventions, Megan Paul
Umbrella Summaries
What are pre-training interventions? Pre-training interventions refer to strategies that are implemented prior to training, for the purpose of enhancing training outcomes. Thus far, the primary strategies that have been most frequently investigated include (a) attentional advice, (b) meta-cognitive strategies, (c) advance organizers, (d) goal orientation, and (e) preparatory information (Cannon-Bowers et al., 1998; Mesmer-Magnus & Viswesvaran, 2010). Attentional advice includes guidance to orient the learner to what they will learn. Examples include going over the main learning objectives or highlighting essential aspects of the training and how they relate to the job. Meta-cognitive strategies include approaches for …
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 …
Myth Or Reality? Exploring Intergenerational Social Assistance Participation In Ontario, Canada, Tracy A. Smith-Carrier, Amber Gazso, Stephanie Baker Collins, Carrie Smith
Myth Or Reality? Exploring Intergenerational Social Assistance Participation In Ontario, Canada, Tracy A. Smith-Carrier, Amber Gazso, Stephanie Baker Collins, Carrie Smith
The Journal of Sociology & Social Welfare
Is there an intergenerational causal link in social assistance (SA) participation? There is a dearth of research addressing this question, yet the discourse of ‘welfare dependency’ is hegemonic. The limited research that does attempt to tease out a causal link in intergenerational SA participation remains equivocal. Qualitative research is largely absent in welfare scholarship; research that might provide a more nuanced understanding of the dynamics underlying SA receipt. We employ an inductive qualitative analysis, using procedures from grounded theory, to understand SA participants’ experiences and perspectives on intergenerational SA usage. We find that the two causal mechanisms underlying intergenerational SA …
Participative Approach To Professional Development, Peer Learning And Evaluation In Youth Work: Summary Report, Trudi Cooper, Miriam Rose Brooker, Orietta Simons
Participative Approach To Professional Development, Peer Learning And Evaluation In Youth Work: Summary Report, Trudi Cooper, Miriam Rose Brooker, Orietta Simons
Research outputs 2014 to 2021
Youth work evaluation is frequently driven by funders’ requirements, which usually focus on quantitative data about outputs that are easy to measure (Jeffs & Smith, 2005). This approach to evaluation is incomplete and excludes information that would permit a more rounded assessment of the impact of youth work (Cooper, 2014). Missing from funder-driven evaluations are young people’s perspectives on what they have gained from youth work, and youth workers evaluations of how youth work processes have operated to achieve the results presented...
Spaced And Expanded Practice: An Investigation Of Methods To Enhance Retention, Katherine Kalenberg
Spaced And Expanded Practice: An Investigation Of Methods To Enhance Retention, Katherine Kalenberg
Journal of Undergraduate Research at Minnesota State University, Mankato
In order to promote quality instruction and maximized student learning, it is essential for schools to integrate the most practical, effective, and efficient teaching methods into the curriculum. The purpose of this research was to investigate the effect of various spacing patterns between practice sessions on retention of information. This study investigated the effects of practice at consistent intervals (spaced practice), practice at increasing intervals (expanded practice), and no practice. Participants were taught a set of eight unknown math words and definitions using incremental rehearsal (IR). After the teaching session, students in expanded and spaced practice conditions participated in three …
Children As A Reserve Labor Force, David F. Lancy
Children As A Reserve Labor Force, David F. Lancy
Sociology, Social Work and Anthropology Faculty Publications
Human life history is unique in the great length of the juvenile or immature period. The lengthened period is often attributed to the time required for youth to master the culture, particularly subsistence and survival skills. But an increasing number of studies show that children become skilled well before they gain complete independence and the status of adults. It seems, as they learn through play and participation in the domestic economy, children are acquiring a “reserve capacity” of skills and knowledge, which they may not fully employ for many years. The theory offered here to resolve this paradox poses that, …
Book Review 19 The Third Chapter By Sara Lawrence Lightfoot, William C. Mcpeck
Book Review 19 The Third Chapter By Sara Lawrence Lightfoot, William C. Mcpeck
William C. McPeck
This is my personal review of the book The Third Chapter by Sara Lawrence Lighfoot which was published in 2009 by Farrar, Strauss and Giroux.
Implementation And Data Tracking Of School-Linked Mental Health Services At A Rural Mental Health Agency, Jim Redmond
Implementation And Data Tracking Of School-Linked Mental Health Services At A Rural Mental Health Agency, Jim Redmond
All Graduate Theses, Dissertations, and Other Capstone Projects
In late December of 2007 Tom McNeely, the clinical director for the Sioux Trails Mental Health Center, received a Request for Proposals (RFP) from the Minnesota Department of Human Services soliciting grant applications for a new school-linked mental health program. The school-linked program would provide students (K-12) attending public schools full therapeutic services in an effort to reduce mental health issues as a barrier to learning. This approach mirrored Sioux Trails’ belief that a holistic philosophy incorporating prevention and early intervention is the most effective healthcare service. Since the RTF seemed a good fit for the agency, Mr. McNeely, along …