Challenges of Social Work Research
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Social work research faces several challenges, including differing local and national research cultures, late entry into research careers, social work being subordinate to other disciplines, insular communities, lack of research skills and networks, and keeping up with technological changes. The document discusses responding to these challenges by fostering social justice and understanding through research, finding ways to work across differences in methodology and disciplines, and examining the relationship between practice and research.
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How I learned to (mostly) stop worrying and love action research
Workshop given at Academic and Research Libraries Group conference 2014 (#arlg14) reflecting on the experience of becoming an action researcher, and looking at how other librarians might also use an action research model to develop their services and further their own reflective practice and professional development.
I need this completed by 7pm cstTypes of Research (250 words).docx
I need this completed by 7pm cst?
Types of Research (250 words) 1 scholarly source read the presentation and chapter 1 reading below:
After completing the readings and reviewing the media piece assigned for Unit 1, discuss the ways in which Action Research relates to other forms of research? How is it similar? How is it different?
Collaborative Inquiry: Participatory Action
In this presentation, you will learn more about some specific types of projects in action research. This will provide fertile ground to plant your own possible dissertation concepts and topics to grow and tend over the coming quarters!
Remember – action research must include the participants as part of the solution development, and it must be community based, no matter how broad or large that community might be. Finally, action for social change must occur.
Four typical types of action research:
Diagnostic
– needs assessment or causal analysis (What is causing homelessness in our county?)
Prescriptive
– best program or policy to solve an identified community problem (Which type of housing would best serve the homeless population?)
Implementation
– accomplishes program goals outside of data collection (How can we strengthen ties within our community so that the homeless are not invisible?)
Evaluation
– assesses program impacts (How effective is this program to provide free medical and dental care in meeting the needs of the homeless?)
Any of these examples could be action research, and in some cases, a project may include more than one of these types. Diagnostic and prescriptive are the most common and the ones most often combined.
Most common partners: nonprofit organizations or community-based organizations, so cross-sector collaborations are a key factor. (Intersection of public sector/government, nonprofits/community organizations, and individuals with interests in this topic, plus the researcher.)
Typical ways to link action and research – through outcomes:
Organizing
– helping the participants organize for social change
Advocacy
– advocating for social change with the participants
Most of the time, the outcome in action research is mislabeled as simple reporting – written report, oral presentations, websites on the project, education models. None of these reporting features in and of themselves empower the participants, a key trait of action research.
If the participants only put a report on a shelf, social change has not occurred. Outcomes must be stated clearly.
Partners for action research may include:
Community based organizations
Community residents (individuals)
Coalition groups
Grass roots constituents/special interest constituents
Nonprofit organizations
Educational institutions at all levels
Government agencies
Stages are accomplished with participants, not solely prepared by the researcher:
Defining the research question
Developing the research method
Gathering the data
Analyzing the data
Reporting and acting on the research results/solutions
Rem.
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What Makes a research career in social work and social science - march 2011
What Makes a research career in social work and social science - march 2011Social Policy and Social Work, University of York
This document summarizes Ian Shaw's career path from being a probation officer to a professor focusing on social work research. It discusses his passions for writing, qualitative research methodology, and collaborating with others. It outlines some of his joys, such as writing with his daughter, founding journals, and resisting government pressure. Finally, it provides a short list of Shaw's publications.(Unit 1&2) ReadingThe Action Research Dissertation A Guide for .docx
(Unit 1&2) Reading
The Action Research Dissertation: A Guide for Students and Faculty text
2
Action Research Traditions and Knowledge Interests
As we discussed in Chapter 1, action research is a cover term for several approaches that have emerged from different traditions. Everyone who uses action research for a dissertation should be steeped in the particular tradition they are working out of and its attendant methodological, epistemological, and political dilemmas (e.g., participatory action research [PAR], teacher research, community-based participatory research, etc.). We do not pretend to provide this level of grounding in this chapter, but we do try to provide some sense of how these traditions relate to each other and where students and faculty can go for more extensive accounts. There are several historical overviews of action research, but most are told from a particular intellectual and social tradition, such as the overviews provided by Anderson et al. (2007, practitioner research); Argyris, Putnam, and Smith (1985, action science); Bullough and Pinnegar (2001, self-study); Chambers (1997, participatory rural appraisal); Cochran-Smith and Lytle (1993, teacher research); Fals Borda (2001, participatory action research); Greenwood and Levin (2006, action research); and Maguire (1987b, feminist participatory action research). In this section, we will try to be as inclusive as possible so that students consulting this book for guidance on their dissertations can find their particular tradition of action research represented. There is also a need for a participatory dialogue among these traditions, which academic departmentalization has tended to balkanize into self-contained scholarly communities and bibliographies.
Historians are in the business of creating—not discovering or interpreting—historical meaning. In this chapter, we have done our best to get our “facts” straight, but the meaning one makes of them will depend on who is telling the story. To our knowledge, no attempt at a comprehensive history of action research exists, and our intent is not to provide one here. While the previous chapter attempted to offer some common elements of action research, there may be as much variation across action research traditions as there is between action research and some mainstream approaches to research. Some action research is group oriented and some is individual oriented; some is done by those within the setting and some is done by change agents from outside the organization in collaboration with insiders; and some is highly participatory and some is much less so. Similarly, some see the goal of action research as improving practice or developing individuals, whereas others see its goal as transforming practice, participants, organizations, or, in some cases, even society. Debates rage within action research around these issues.
To the extent possible, our goal in this book is to present all of these perspectives in an evenhanded way. ...
Acad wrtg for_pg_study_sem1_2016
This document provides an overview of a presentation on academic writing for postgraduate students. It discusses the expectations of lecturers, key features of academic writing, and the differences between descriptive and critical writing. It also covers processes like paraphrasing, citation and referencing. Example assignment criteria are presented that emphasize critical reflection, application of theory, identifying problems, analyzing and critiquing literature, and structuring assignments with correct referencing. The presentation then discusses common marking criteria around relevance, analysis, argument, structure, sources, and referencing.
Chapter 1 Social Research
The document discusses different types of social research, including basic research, applied research, and social theory. It outlines purposes of social research such as exploratory, descriptive, explanatory, and evaluation research. Exploratory research aims to develop generalizations about relatively unstudied topics through qualitative analysis and inductive reasoning. Descriptive research objectively describes groups, activities, or events using quantitative analysis. Explanatory research uses existing theories and deductive reasoning to explain why subjects vary. Evaluation research assesses impacts of programs and policies. The document emphasizes that social research can help explore, describe, explain social phenomena, and evaluate policies and programs to create usable theories about society.
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Challenges of Social Work Research
- 1. Challenges of Social Work Research Aalborg, 10 October 2012 Ian Shaw
- 2. Challenges The challenge of local and national research environments and cultures. The significance of late research career entry. The frequent subordination of social work as a professional and disciplinary category to some wider category. Disciplinary insularity (a socially inward-focus). A relative absence of research communities and networks The challenge of research skills and competencies. Keeping up with and exploiting technological change The democratization of social research in general and social work research in particular
- 3. Possible Responses social work research as having three broad purposes. Discover and develop good evidence. I see this as far broader than ‘evidence-based’ or ‘scientific’ practice, but that is an important strand within it. Foster social justice. Develop understanding. find ways of working across differences Methodology interdisciplinarity
- 4. practice and research What do we mean when we talk about social work practice? How does thinking qualitatively help? What is involved when we make use of research? How does the social context in which research and practice takes place influence the practice/research relationship? Does qualitative research offer a pattern for practice?
- 5. networks interest groups European Research Conference for Social Work