Slides from a meeting to involve the social work community in the co-production of a Professional Capabilities Framework for social workers in Aotearoa.
Train Hard, Teach Stronger: Effectively Training Paraprofessionals in Special...RethinkFirst
This session provides a go to strategy for effective paraprofessional training. Learn how school districts are utilizing video-based training and on-site coaching to increase the knowledge, skills, and interaction of paraprofessionals supporting students with autism and other disabilities.
Feedback Quotes List - Education - Assessment and Reporting Steven Kolber
A long collated list of quotes from a range of educational researchers, Hattie and Timperley, key edu gurus, key ideas, key definitions and ideas. Teaching Learning, Professional Learning. Useful for PD / PL.
“The dialogue between pupils and teacher should be thoughtful, reflective, focused to evoke and explore understanding, and conducted so that all pupils have an opportunity to think and to express their ideas.” (p 12)
'pupils should be trained in self- assessment so that they can understand the main purposes of their learning and thereby grasp what they need to do to achieve.' (Black & Wiliam, 2010)
Train Hard, Teach Stronger: Effectively Training Paraprofessionals in Special...RethinkFirst
This session provides a go to strategy for effective paraprofessional training. Learn how school districts are utilizing video-based training and on-site coaching to increase the knowledge, skills, and interaction of paraprofessionals supporting students with autism and other disabilities.
Feedback Quotes List - Education - Assessment and Reporting Steven Kolber
A long collated list of quotes from a range of educational researchers, Hattie and Timperley, key edu gurus, key ideas, key definitions and ideas. Teaching Learning, Professional Learning. Useful for PD / PL.
“The dialogue between pupils and teacher should be thoughtful, reflective, focused to evoke and explore understanding, and conducted so that all pupils have an opportunity to think and to express their ideas.” (p 12)
'pupils should be trained in self- assessment so that they can understand the main purposes of their learning and thereby grasp what they need to do to achieve.' (Black & Wiliam, 2010)
Stand for Children Indiana and Teach Plus Indiana released a new report that assesses the state of the teaching profession in Indiana and puts forth a series of recommendations to combat teacher shortage and help retain teachers in the Hoosier state.
Karthik Muralidharan on research on achieving universal quality primary educa...Twaweza
A presentation by Prof. Karthik Muralidharan on research on achieving universal quality primary education in India. This was presented at the Commission for Science and Technology (COSTECH) in Dar es Salaam, Tanzania, on June 19, 2014, to an audience of researchers.
School Based Factors Influencing Preschool Teachers Job Performance in Public...paperpublications3
Abstract: Majority of pre-school teachers are leaving their jobs for different professions in recent years. The problem of teacher migration is evident in both developed and developing countries. In Kenya, ECDE teaching profession has not been accorded the same status compared to primary, secondary and tertiary professions. This has led to many ECDE teachers seeking opportunities in other fields for better working environment, pay and even motivation. With this problem in mind, the study sought to establish whether pre-school management style and interpersonal relationships influenced teachers’ job performance in public ECDE centres in Kenya with focus on East Karachuonyo Division, Homa Bay County. All public ECDE centres in Kenya are under the county governments with teachers receiving their pay from the county coffers. The respondents for this study involved preschool teachers and head teachers. Data was collected through questionnaires and interview schedule. The analysis of data was conducted using qualitative and quantitative research methods. The study established that management styles practices in pre-schools affected teachers job performance to a great extent. The study also found out for effective learning to take place, inter-personal relationships need to be developed between teachers, parents, school administrators and pupils. The study recommends that there is need to develop positive interpersonal relationships at the work place to enhance emotional stability and facilitate maintenance of life-work balance and there is a need to sensitize the Schools Board of Management on the rationale of working closely with the pre- schools teachers to enhance their job performance.
Nationally, thousands of new teachers in grades K-12 permanently leave the profession of teaching within five years of employment. Up to one third of new teachers leave the profession within three years. State legislatures mandated new teacher induction programs in the 1980s to improve new teacher retention. However, research regarding the effectiveness of induction programs shows mixed results. Factors from two theoretical, teacher induction models were used to guide the inquiry: Comprehensive Induction and Mutual Benefits Models. This study examined the relationship of teacher induction models to the likelihood of first-year middle school teacher retention. First-year middle school teachers in Texas from state Education Regions One, Two, Three, and Four participated. Background included gender, age, ethnicity, district type, SES, first or second career, certification type, and content area. Middle school teachers in the Regions were contacted. Only first year teachers were asked to respond. Ninety-nine surveys from respondents were used for quantitative analyses. Analyses included descriptive, frequency, factor analysis, regression, t-test, and ANOVA statistical procedures. Results showed faculty planned on remaining as teachers, but not necessarily due to induction programs. Induction programs were not particularly effective for teachers returning to the profession for a second year. Factor analyses showed the two theoretical models were important to new teachers for professional development as it applies to their career for assessment, planning, and mentoring, but they were not influential for retention. For their personal lives, results showed new teachers want to know how to: balance their personal life with their professional one; provide success opportunities for students; and be at ease in the profession. Implications suggest that a new teacher’s background does not matter for retention: a new teacher is a new teacher. Additionally, new teacher induction programs are not particularly effective for new teacher retention. New teachers have a number of other needs beyond those of the profession that should be addressed in induction programs. Finally, induction programs should consider experimenting with the new induction model proposed in the study as a result of data analyses. It integrates professional and personal interests.
The NCSEHE hosted a webinar on 15 April 2021, presenting new research led by Dr Bret Stephenson (CHEEDR at La Trobe University) on “ghost student” failure in higher education.
The stigma surrounding mental health means students may be unwilling to disclose difficulties they are experiencing and access help. International students are particularly vulnerable as they are away from their usual support networks. Their limited English can also restrict their communication of any issues.
Australian ELICOS (English language teaching for international students sector) providers are aware that mental health issues can seriously impact a student as they progress through their studies. In a survey by English Australia, over 50 per cent of ELICOS colleges believed the number of students with mental health issues has increased in the past two years which is placing an increased strain on the already limited resources of many ELICOS providers.
English Australia released 'The Guide to Best Practice in International Student Mental Health'. This guide provides tools and information that will help create an environment where students feel supported should they ever have any mental health concerns.
In this presentation, Sophie O'Keefe explores the guide and discusses the mental health issues that international and ELICOS students experience, and shares best practice for addressing these concerns.
TitleABC123 Version X1Introduction to Behavioral Scie.docxherthalearmont
Title
ABC/123 Version X
1
Introduction to Behavioral Science
BEH/225 Version 6
1
University of Phoenix Material
Development of Psychology as a Science Worksheet
Part 1
Write your answers in the space adjacent to each description. Each question is worth 2 points.
Description
Answer
1. His book, Principles of Psychology, helped to establish psychology as a separate field of study.
2. The contemporary view that human behavior is the result of chemical and biological processes
3. The theorist who was interested in unconscious processes, especially those concerned with sexual and aggressive impulses
4. Group of theorists who rejected the idea that behavior is ruled by unconscious forces, and instead emphasized the ability to make voluntary choices
5. He was considered the father of psychology.
6. He developed his ideas about learning from working with rats and pigeons.
7. He was the founder of humanistic psychology.
8. He believed introspection was unscientific.
9. The study of human strengths, virtues, and optimal behavior
10. He believed you cannot understand behavior by analyzing separate parts of an experience, but instead must observe the whole pattern.
11. The idea that behavior must be understood within the context of one’s culture
12. A formal trial conducted to confirm or disconfirm a hypothesis about the cause of a behavior
13. Changes in behavior caused by one’s belief about a treatment rather than by the treatment itself
14. A prediction that prompts people to act in ways that make the prediction come true
15. A psychologist wants to identify factors that contribute to bullying on elementary school playgrounds. She sets up a camera that records the activities of children at an elementary school, and then later categorizes the types of behavior that were recorded.
16. A small group of people who participate in a study and are assumed to accurately reflect the views or behavior of the larger population
17. The tendency for survey participants to give polite or socially desirable answers that may not be accurate
18. A psychologist has a large sample of college students keep track of the amount of time they spend studying each week. He collects this data along with the students’ grades on weekly assignments. He finds that there is a relationship between these variables: the more time spent studying, the higher the grades.
19. An experiment is conducted to evaluate the effect of a drug to treat depression. Half of the subjects are given the drug and the other half receives a placebo. The subjects are not told whether they are receiving the actual drug or the placebo. After six weeks, all subjects complete a questionnaire reporting their depression symptoms. The researcher who evaluates the answers on the questionnaire is not told which ones were completed by subjects who took the actual drug and which ones took the placebo.
20. True or False: When a strong positive correlation is observed between two var ...
Stand for Children Indiana and Teach Plus Indiana released a new report that assesses the state of the teaching profession in Indiana and puts forth a series of recommendations to combat teacher shortage and help retain teachers in the Hoosier state.
Karthik Muralidharan on research on achieving universal quality primary educa...Twaweza
A presentation by Prof. Karthik Muralidharan on research on achieving universal quality primary education in India. This was presented at the Commission for Science and Technology (COSTECH) in Dar es Salaam, Tanzania, on June 19, 2014, to an audience of researchers.
School Based Factors Influencing Preschool Teachers Job Performance in Public...paperpublications3
Abstract: Majority of pre-school teachers are leaving their jobs for different professions in recent years. The problem of teacher migration is evident in both developed and developing countries. In Kenya, ECDE teaching profession has not been accorded the same status compared to primary, secondary and tertiary professions. This has led to many ECDE teachers seeking opportunities in other fields for better working environment, pay and even motivation. With this problem in mind, the study sought to establish whether pre-school management style and interpersonal relationships influenced teachers’ job performance in public ECDE centres in Kenya with focus on East Karachuonyo Division, Homa Bay County. All public ECDE centres in Kenya are under the county governments with teachers receiving their pay from the county coffers. The respondents for this study involved preschool teachers and head teachers. Data was collected through questionnaires and interview schedule. The analysis of data was conducted using qualitative and quantitative research methods. The study established that management styles practices in pre-schools affected teachers job performance to a great extent. The study also found out for effective learning to take place, inter-personal relationships need to be developed between teachers, parents, school administrators and pupils. The study recommends that there is need to develop positive interpersonal relationships at the work place to enhance emotional stability and facilitate maintenance of life-work balance and there is a need to sensitize the Schools Board of Management on the rationale of working closely with the pre- schools teachers to enhance their job performance.
Nationally, thousands of new teachers in grades K-12 permanently leave the profession of teaching within five years of employment. Up to one third of new teachers leave the profession within three years. State legislatures mandated new teacher induction programs in the 1980s to improve new teacher retention. However, research regarding the effectiveness of induction programs shows mixed results. Factors from two theoretical, teacher induction models were used to guide the inquiry: Comprehensive Induction and Mutual Benefits Models. This study examined the relationship of teacher induction models to the likelihood of first-year middle school teacher retention. First-year middle school teachers in Texas from state Education Regions One, Two, Three, and Four participated. Background included gender, age, ethnicity, district type, SES, first or second career, certification type, and content area. Middle school teachers in the Regions were contacted. Only first year teachers were asked to respond. Ninety-nine surveys from respondents were used for quantitative analyses. Analyses included descriptive, frequency, factor analysis, regression, t-test, and ANOVA statistical procedures. Results showed faculty planned on remaining as teachers, but not necessarily due to induction programs. Induction programs were not particularly effective for teachers returning to the profession for a second year. Factor analyses showed the two theoretical models were important to new teachers for professional development as it applies to their career for assessment, planning, and mentoring, but they were not influential for retention. For their personal lives, results showed new teachers want to know how to: balance their personal life with their professional one; provide success opportunities for students; and be at ease in the profession. Implications suggest that a new teacher’s background does not matter for retention: a new teacher is a new teacher. Additionally, new teacher induction programs are not particularly effective for new teacher retention. New teachers have a number of other needs beyond those of the profession that should be addressed in induction programs. Finally, induction programs should consider experimenting with the new induction model proposed in the study as a result of data analyses. It integrates professional and personal interests.
The NCSEHE hosted a webinar on 15 April 2021, presenting new research led by Dr Bret Stephenson (CHEEDR at La Trobe University) on “ghost student” failure in higher education.
The stigma surrounding mental health means students may be unwilling to disclose difficulties they are experiencing and access help. International students are particularly vulnerable as they are away from their usual support networks. Their limited English can also restrict their communication of any issues.
Australian ELICOS (English language teaching for international students sector) providers are aware that mental health issues can seriously impact a student as they progress through their studies. In a survey by English Australia, over 50 per cent of ELICOS colleges believed the number of students with mental health issues has increased in the past two years which is placing an increased strain on the already limited resources of many ELICOS providers.
English Australia released 'The Guide to Best Practice in International Student Mental Health'. This guide provides tools and information that will help create an environment where students feel supported should they ever have any mental health concerns.
In this presentation, Sophie O'Keefe explores the guide and discusses the mental health issues that international and ELICOS students experience, and shares best practice for addressing these concerns.
TitleABC123 Version X1Introduction to Behavioral Scie.docxherthalearmont
Title
ABC/123 Version X
1
Introduction to Behavioral Science
BEH/225 Version 6
1
University of Phoenix Material
Development of Psychology as a Science Worksheet
Part 1
Write your answers in the space adjacent to each description. Each question is worth 2 points.
Description
Answer
1. His book, Principles of Psychology, helped to establish psychology as a separate field of study.
2. The contemporary view that human behavior is the result of chemical and biological processes
3. The theorist who was interested in unconscious processes, especially those concerned with sexual and aggressive impulses
4. Group of theorists who rejected the idea that behavior is ruled by unconscious forces, and instead emphasized the ability to make voluntary choices
5. He was considered the father of psychology.
6. He developed his ideas about learning from working with rats and pigeons.
7. He was the founder of humanistic psychology.
8. He believed introspection was unscientific.
9. The study of human strengths, virtues, and optimal behavior
10. He believed you cannot understand behavior by analyzing separate parts of an experience, but instead must observe the whole pattern.
11. The idea that behavior must be understood within the context of one’s culture
12. A formal trial conducted to confirm or disconfirm a hypothesis about the cause of a behavior
13. Changes in behavior caused by one’s belief about a treatment rather than by the treatment itself
14. A prediction that prompts people to act in ways that make the prediction come true
15. A psychologist wants to identify factors that contribute to bullying on elementary school playgrounds. She sets up a camera that records the activities of children at an elementary school, and then later categorizes the types of behavior that were recorded.
16. A small group of people who participate in a study and are assumed to accurately reflect the views or behavior of the larger population
17. The tendency for survey participants to give polite or socially desirable answers that may not be accurate
18. A psychologist has a large sample of college students keep track of the amount of time they spend studying each week. He collects this data along with the students’ grades on weekly assignments. He finds that there is a relationship between these variables: the more time spent studying, the higher the grades.
19. An experiment is conducted to evaluate the effect of a drug to treat depression. Half of the subjects are given the drug and the other half receives a placebo. The subjects are not told whether they are receiving the actual drug or the placebo. After six weeks, all subjects complete a questionnaire reporting their depression symptoms. The researcher who evaluates the answers on the questionnaire is not told which ones were completed by subjects who took the actual drug and which ones took the placebo.
20. True or False: When a strong positive correlation is observed between two var ...
The Interprofessional Team Immersion (IPTI) offers students across 13 health professions opportunities to apply their skills in cross-professional communication, teamness, and patient-centered engagement. The experience is characterized by high stakes cases carefully designed to cultivate an atmosphere conducive to rapid teambuilding and compassionate patient care. Within a safe learning environment, faculty and students acquire understanding of roles and responsibilities as well as skills to manage complex cases. This presentation will describe and demonstrate the rationale, design, and implementation of IPTI over a three-year period. Findings suggest significant increase in IPTI students’ perceptions of cooperation, resource sharing and communication skills for team-based practice. Programmatic evaluation substantiates the value students place on practicing interprofessional clinical skills before and while in their clinical-community rotations. Debriefing sessions with standardized patients enhanced students’ knowledge and appreciation for patient engagement and shared decision-making culminating for some in scholarly products. In total, findings provide beneficial insight for other interprofessional educational and collaborative practice initiatives taking place at the University and in the community. Learn more about IPEC at University of New England ipec(at)une(dot)edu or follow us on Twitter @UNEIPE
im adding a fully done just topic and sources need to be changed .docxalanrgibson41217
im adding a fully done just topic and sources need to be changed
Sample Research Questions
These examples are provided to help you write a research question appropriate for a selected type of qualitative research methodological approach.
Business and Technology Programs
Phenomenology:
What are the lived experiences of cultural diversity for employees in the workplace?
What are the lived experiences of entrepreneurs, and did their descriptions, impressions, and ascribed meanings of the phenomenon reveal any role for the use of heuristics in their decision processes while discovering, evaluating, and exploiting innovative opportunities?
Case study:
How has the use of social media tools impacted the effectiveness of project team communication?
What success factors did a multiple organizational program management team in the Southeastern United States use to successfully manage a capital construction program of multiple component projects through their initiation, planning, execution, monitoring and controlling, and closing process groups?
Generic/exploratory inquiry:
How do Latina businesswomen in the United States use purposeful work behaviors to achieve successful work outcomes?
How do leaders in the pharmaceutical industry describe the experience of implementing social media business into the organization?
What is the role of risk management in business continuity as perceived by information technology managers?
Delphi:
What are the perspectives of information security experts on the future security and privacy implications of health care industry digitization that relate to medical identity theft?
Grounded theory:
How do leaders develop responses to blame attribution in leader-follower relationships?
What factors compel successful aviation leaders to leave the military?
Ethnography:
How do power relations emerge and evolve in virtual organizations?
What are the knowledge management practices of professionals in the design and construction of large-scale projects in commercial real estate?
Counseling Programs
Ethnography:
What are the cultural values of women in a networking for success group?
What is the culture of a professional addictions counselor support group?
What is the culture of an all-girl high school?
What is the culture of colloquia?
Phenomenology:
What is the meaning of anxiety?
What is the experience of expressing will?
How do people experience and describe romantic love?
What is the essence of loneliness?
What is the mature woman's lived experience of divorce?
What is it like to experience betrayal?
Case study:
What are strategies used by counselors who integrate spirituality in their therapeutic work?
What are the shared features of successful addictions counselors?
How do parents of children with disabilities think about and practice discipline?
Grounded theory:
How can object relations theory be re-conceptualized when working with clients who have had l.
#1 DeniseInformation Processing ModelThe Information ProcessinMargaritoWhitt221
#1 Denise
Information Processing Model
The Information Processing Model is a theory that was developed to understand how information is processed by the brain. It describes four stages where new information is developed and understood. The first stage is external and is where the person gives information their attention. It is the initial stimuli that causes the person to show interest in the information. The second step is internal and is where the person begins to process the information. At this point, the person determines if the information is relevant and worth remembering. The third stage is also an internal process where the person selects the information to be remembered and stored. This information is then placed in short term memory, where it is held for less than thirty seconds, or in the long-term memory, where the information is stored but may be difficult to retrieve (Utley, 2011). The fourth stage is an external process where the person responds to the information. External factors that can influence curriculum development is to gain the students attention. There are many ways, teachers can gain attention. Visual stimuli, touch stimuli, and sound stimuli can help gain attention. When teachers develop curriculum, they can use a PowerPoint, visual representation, show and tell items, design hands-on lessons and allow students to share their own thoughts (Cox, 2020). Touch stimuli and be used by passing around objects that pertain to the curriculum. Sound stimuli could be music, a speech, or each student presenting their own information. Internal process that can be used to influence curriculum are how a teacher presents the information. A presenter can lump information into smaller organized groups to help students memorize information (Utley, 2020). Another way a presenter can help students memorize information is link it, write it down, use mnemonics, or create songs or jingles (The Learning Center: University of North Carolina at Chapel Hill, n.d.). Linking or showing a connection with information that a student already knows can help the student link the information together in their long-term memory. Presenters can pass out handouts that have the information noted so the student can return to the information at a later date. Presenters can give students phrases that connect information together. For example, the phrase: my (Mercury) very (Venus) educated (Earth) mother (Mars) just (Jupiter) sat (Saturn) upon (Uranus) nine (Neptune) pies (Pluto) is a mnemonic for the planets in the solar system (I learned this in elementary school). Songs and jingles can also help with memorization.
Nursing educators can impact external stimuli by making the information interesting and relevant in what they students are learning an using. For example, when a student is in labor and delivery, combine information that they are using in class as well as what they are doing in clinicals. Nursing is not only about critical thinking; i ...
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. The project
background
“ChildYouth and Family reports that many new
graduates they employ lack the required level of
knowledge of child protection, youth justice, child
development, mental health, addictions and family
violence. This means new social workers need to learn
these skills on the job.”
Children’s Commissioner (2015, p.34)
3. Research
questions
PHASE 1 | 2016: What is the content of the current
Aotearoa New Zealand social work curriculum and how
does it relate to the SWRB core competencies?
PHASE 2 | 2017: How well prepared are NQSWs to
enter professional social work practice and how is their
learning being supported and enhanced in the
workplace?
PHASE 3 | 2018: What professional capabilities,
including cultural capabilities, should we expect of
NQSWs and of social workers working at more
experienced and expert levels of practice?
4. Phase 1:
What is the content of the current Aotearoa New Zealand
social work curriculum?
6. Declared
curriculum
dataset
Metadata about the core dataset Totals
Participating tertiary institutions 14
Polytechnics / PrivateTraining Institutes 9
Universities 5
Participating SWRB-recognised social work programmes 19
Bachelor’s degrees 14
Bachelor’s Honours degrees 2
Master’s degrees 3
Course descriptors obtained for analysis 402
Compulsory courses 353
Elective courses 49
NZQF level 5 courses (1st year) 117
NZQF level 6 courses (2nd year) 101
NZQF level 7 courses (3rd & 4th year) 148
NZQF level 8 courses (Honours) 12
NZQF level 9 courses (Master’s) 32
Courses with a value between 15 to 20 credits / points 328
Courses with a value between 30 to 45 credits / points 70
Courses with a value between 60 to 90 credits / points 4
7. Top 12 course
topics
Key CourseTopic No. of courses No (and %) ofTEI’s
with key term in the title
Field work 29 14 (100%)
Research 29 12 (86%)
Social work theory 25 13 (93%)
Social policy 23 12 (86%)
Social work skills 20 8 (57%)
Professional development 16 12 (86%)
Community work 14 11 (79%)
Te ao Māori 12 9 (64%)
Fields of practice 11 10 (71%)
Human development 11 11 (79%)
Treaty of Waitangi 11 9 (64%)
Sociology 10 7 (50%)
14. EDUCATOR
FOCUS
GROUPS:
Perceived
readiness to
practise
I guess readiness is only defined by the situation that you are presented
with isn’t it? I mean a lot of them will say no, they are not ready, because
they don’t feel ready they are not confident and I guess for us to
encourage them to be confident and to be open to learning and to be
critical are really…and the rest will just come with good supervision and
support.
I just think we need to, as programmes, emphasise that when our
students graduate that they do graduate at that beginning level
and we don’t expect them to graduate as experts…like we don’t
expect doctors or lawyers or psychologists. But there does seem to
be this expectation from some people, mainly the government,
that our social workers graduate and are ready to do top level
complex work, and that is just bloody ridiculous quite frankly.
15. STUDENT
FOCUS
GROUPS:
Perceived
Readiness to
Practise
I feel as well prepared as I can I guess. It’s always nerve racking
doing these things after studying it for four years. I guess I always
doubt myself but I just have to take on the feedback from my
placement supervisor and be more confident within myself. I think I
have the knowledge and skills to practice because the degree has
really prepared me in that way.
…the government or the agencies that were expecting that we’re
going to know, they’re expecting that we’re going to know
everything…you know? Social work has got so many diverse fields
that we can’t know everything in a particular field .. we keep on
learning when we start work… it’s like there seems to be all of that
negative stuff in the media that they’re expecting us to be
specialists straight away…
16. FOCUS
GROUPS:
Child
protection,
trauma &
violence
Although most students seemed to think that these topics were covered well it
was evident that students from one programme focus group did not think that
was the case.
The second year group did that for integrating theory with practice, up
front assessment…So the whole group got to understand more about
that, got to recognize what it was and why it was important (Educator,
A1).
So the family and whanau paper covers indicators and assessment,
and working with physical, emotional, sexual abuse and neglect, as
well as interpersonal violence and a range of other things that
place a family at risk, like having a parent in prison or sudden
transitions like death in the family. (Educator, H1)
A lot on violence. Domestic violence side of things and child abuse. A lot of
concentration on that. (Student, I1)
17. FOCUS
GROUPS:
Practice skills
learning
Role-plays, mock court, videos, substantive use of case studies across course
offerings.While documenting skills were talked about as a key emphasis in
most programmes by educators not all students felt they had enough
preparation prior to placement
Emphasis on critical thinking skills and capacity for critical reflection.
Students concurred with this sentiment across the board. In terms of the need
to be reflexive, self aware and conscious of use of self universally felt this was
addressed in their education
Quite a few of us that had to do case notes on our placement, we hadn’t
really been given a lot of guidance around that. (Student,K1)
Probably the most important thing that we emphasise is that ability
to reflect on oneself, one’s values, one’s knowledge and how that
impacts on us and our work with the people we work with.
(Educator, B1)
18. FOCUS
GROUPS:
Gaps identified
- health,
ageing &
disability
We didn’t do any health social work papers…I think there is a key
role for social workers working in multidisciplinary or
interdisciplinary teams and you’re not taught those skills.
(Student E2)
I think we need to pull in a stream around working with older
adults, adults with disabilities, adults at risk.There is very little
legislation to protect vulnerable adults but I think we need to
spend a bit more time considering adults at risk. (Educator D2)
19. FOCUS
GROUPS:
Field
Education,
quality & ad
hoc nature.
The most important thing I think as well for students is the quality of your
placements (Student K1)
For three months [on placement] I had just three supervision
sessions…it was supposed to be weekly, but I just got [3] because
they are incredibly busy, they are really busy. (Student C3)
I was bullied and I only had eight out of my 23 weeks I had
supervision.Where do we sit in terms of health and safety law?
(Student A5)
I was really lucky on my two placements. I’ve had really good supervision,
so much so they keep on asking me all these questions about theory and
reflection.(Student, J1)
20. Phase 2:
How well prepared are NQSWs to enter professional social
work practice and how is their learning being supported and
enhanced in the workplace?
21. NQSWs &
Managers:
Survey &
Interviews
A replication
The survey is a modified replication of a UK study by the SocialCare
Workforce Research Unit, Kings College, London (Sharpe et al, 2011)
The Managers/Supervisors survey
Required respondents to have managed or supervised a NQSW within
the last two years.There were a total of 193 responses to this survey,
however, 10 failed to meet the selection criteria and a further 25
dropped out of the survey resulted in a final sample of 158
managers/supervisors.
The NQSW survey
Required respondents to have completed an approved social work
qualification from a NZ tertiary education institute within the last two
years, be in current paid employment and been employed in a social
service agency for a minimum of six months.There were a total of 195
responses to this survey, however, 71 failed to meet the selection
criteria and a further 5 dropped out of the survey which resulted in a
final sample of 119 NQSWs
22. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
MONITORING AND EVALUATING THE IMPACT OF INTERVENTIONS
ANALYTIC ABILITIES
PLANNING FOR SPECIFIC OUTCOMES FOR SERVICE USERS AS A RESULT OF SOCIAL
WORK INTERVENTION(S)
WORKING WITH PASIFIKA
FACILITATING INDEPENDENCE FOR SERVICE USERS, GIVING THEM CONTROL OVER
THEIR LIVES
ABILITY TO PRIORITISE THEIR WORKLOAD
WORKING WITH MĀORI
GROUPWORKING WITH SERVICE USERS, CARERS, COMMUNITY MEMBERS
STANDARDS OF LITERACY IN REPORT WRITING
INTER-PROFESSIONAL WORKING (WITH COLLEAGUES IN HEALTH, EDUCATION, ETC)
WORKING WITH DIVERSE COMMUNITIES
EFFECTIVE ENGAGEMENT WITH SERVICE USERS AND CARERS
INFORMATION TECHNOLOGY
TEAMWORKING
Managers’ ratings of newly qualified social workers’ skills and abilities
Excellent
Adequate
Disappointing
23. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
COPING WITH STRESS AND PRESSURE
TAKING RESPONSIBILITY FOR (TAKING OWNERSHIP OF) THEIR OWN
DECISIONS
INITIATIVE AND RESOURCEFULNESS IN HELPING SERVICE USERS AND
CARERS RESOLVE THEIR PROBLEMS
SELF-CONFIDENCE
INTEREST IN CONTINUOUS LEARNING
RECOGNISING THE IMPORTANCE OF INTERNAL PROCEDURES AND
POLICIES
ADAPTABILITY, FLEXIBILITY
CULTURAL SENSITIVITY
COMMITMENT TO THE BEST INTERESTS OF SERVICE USERS AND CARERS
ENTHUSIASM FOR THEIR WORK AS A SOCIAL WORKER
Managers’ ratings of newly qualified social workers’ values and personal
qualities
Excellent
Adequate
Disappointing
24. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
THEIR LEGAL POWERS AS SOCIAL WORKERS
EVIDENCE-BASED PRACTICE
THE ANZASW CODE OF ETHICS
AVAILABILITY OF SPECIFIC LOCAL SERVICES, RESOURCES, ETC., FOR
SERVICE USERS AND CARERS
THE SWRB CODE OF PRACTICE
UNDERPINNING THEORIES ABOUT SOCIAL PROBLEMS AND
DISADVANTAGE
SOCIAL WORK ORGANISATIONS – FUNCTIONS, RESPONSIBILITIES AND
STRUCTURES
Managers’ ratings of newly qualified social workers’ knowledge
Excellent
Adequate
Disappointing
25. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
10. ABILITY TO PRIORITISE THEIR WORKLOAD
9. WORKING WITH DIVERSE COMMUNITIES
8. PLANNING FOR SPECIFIC OUTCOMES FOR SERVICE USERS AS A RESULT
OF SOCIAL WORK INTERVENTION(S)
7. KNOWLEDGE OF UNDERPINNING THEORIES ABOUT SOCIAL PROBLEMS
AND DISADVANTAGE
6. FACILITATING INDEPENDENCE FOR SERVICE USERS, GIVING THEM
CONTROL OVER THEIR LIVES
5. COMMITMENT TO THE BEST INTERESTS OF SERVICE USERS AND CARERS
4. COPING WITH STRESS AND PRESSURE
3. TEAMWORKING
2. ANALYTIC ABILITIES
1. EFFECTIVE ENGAGEMENT WITH SERVICE USERS AND CARERS
Managers' ratings of top ten most important qualities
Excellent
Adequate
Disappointing
26. 24.5 23.8
20.9
7.2
18.3
5.6
17.6
1.6
18.3
12.7 14 12.5
57.6 57.5
59.5
60.4
56.9
63.5
69.3
54.0
59.5
76.2
56.7 58.5
17.9 18.2 19.6
33.0
24.8
30.9
13.1
44.0
22.3
11.1
29.3 29.5
NZ UK NZ UK NZ UK NZ UK NZ UK NZ UK
UNDERPINNING THEORIES
ABOUT SOCIAL PROBLEMS AND
DISADVANTAGE
AVAILABILITY OF SPECIFIC
LOCAL SERVICES, RESOURCES,
ETC., FOR SERVICE USERS AND
CARERS
EVIDENCE-BASED PRACTICE SOCIAL WORK ORGANISATIONS
– FUNCTIONS, RESPONSIBILITIES
AND STRUCTURES
CODES OF PRACTICE THEIR LEGAL POWERS AS
SOCIAL WORKERS
Managers’ ratings of Newly Qualified Social Workers’ knowledge: (NZ, 2017 & UK,
2009)
Excellent Adequate Disappointing
27. 79
78.2
72.3
71.4
70.6
69.7
66.4
65.5
63.9
63.9
43.7
42.9
42
29.4
22.7
15.1
10.9
0 10 20 30 40 50 60 70 80 90
CHILD PROTECTION/SAFEGUARDING CHILDREN
WORKING WITH MAORI
MENTAL HEALTH CONDITIONS AND THEIR LIKELY PROGRESS
THE RIGHTS OF THE CHILD
FAMILY VIOLENCE
COMMUNICATING WITH CHILDREN AND YOUNG PEOPLE
TRANSITIONS IN THE LIVES OF SERVICE USERS
WORKING WITH PACIFIC PEOPLES
DRUGS OR ALCOHOL DEPENDENCY/MISUSE
CHILD DEVELOPMENT MILESTONES
PREPARING REPORTS FOR LEGAL PROCEEDINGS IN COURT/TRIBUNAL
LEARNING DISABILITIES
ADULT PROTECTION/SAFEGUARDING VULNERABLE ADULTS
PHYSICALLY DISABLING HEALTH CONDITIONS AND THEIR LIKELY PROGRESS
AGEING AND THE IMPACT OF LIFE CHANGES
REFUGEES AND ASYLUM SEEKERS
OTHER
Specialist knowledge relevant to present job? (%)
28. 62
73
62
47
54
62
54 52
46 51
15
34
22
14 16
10 7
31
17
23
37
29
20
22 23
29 23
35
14
26
19 10
8
6
WHEN YOU STARTED WORKING IN THIS JOB, DID YOU KNOW AS MUCH
ABOUT THE SPECIALIST KNOWLEDGE AREAS AS WAS EXPECTED OF
YOU? (ACTUAL NUMBERS)
Yes, my level of knowledge was acceptable No, I was expected to know more about this than I did
29. Levels of
Knowledge
acceptability
Top 5 Knowledge Areas % Relevance
% Knowledge
Acceptable
% Expected
to know
more
Child protection/safeguarding
children
79% 73% 27%
Working with Māori 78% 81% 19%
Mental health conditions & their
likely progress
72% 56% 44%
The rights of the child 71% 73% 27%
Family violence 70% 65% 35%
30. 7.6
10.1
10.1
12.6
13.4
16
19.3
21.8
21.8
23.5
24.4
25.2
25.2
26.1
26.1
26.9
30.3
30.3
32.8
32.8
35.3
46.2
47.9
53.8
61.3
0 10 20 30 40 50 60 70
GROUPWORK
ANTI-DISCRIMINATORY PRACTICE
SUPPORTING CARERS
USING YOUR ‘SELF’ AS A RESOURCE IN ACHIEVING OUTCOMES WITH SERVICE USERS
OTHER
MANAGING BUDGETS
LEADERSHIP AND MANAGEMENT
WORKING WITH MĀORI
HUMAN DEVELOPMENT
ENCOURAGING OR EMPOWERING SERVICE USERS TO TAKE CONTROL OF THEIR LIVES AND MAKE CHOICES
CROSS-CULTURAL PRACTICE
FAMILY AND WHĀNAU DYNAMICS
INTER-PROFESSIONAL WORKING, INTER-DISCIPLINARY COLLABORATION
WORKING WITH PACIFIC PEOPLES
ENGAGING EFFECTIVELY WITH PEOPLE WITH SPECIAL COMMUNICATION NEEDS (E.G., CHILDREN AND YOUNG…
ATTACHMENT THEORY
ACQUIRING ADVANCED AND SPECIALIST SKILLS AND KNOWLEDGE QUALIFICATIONS
THE EVIDENCE BASE FOR YOUR AREA OF SOCIAL WORK PRACTICE – ‘WHAT WORKS’
GOOD RECORD-KEEPING
FAMILY VIOLENCE
SERVICES AND RESOURCES AVAILABLE LOCALLY ‘IN YOUR PATCH’ THAT MIGHT BENEFIT THE SERVICE USERS…
ASSESSING RISK
LEGAL BASIS FOR SOCIAL WORK INTERVENTIONS
DEALING WITH HOSTILITY, AGGRESSION OR CONFLICT
WORKING WITH TRAUMA
Topics that NQSWs wish to know more about (%)
31. NQSWTop 5
perceived gaps
in knowledge
NQSWs in Aotearoa NZ (2017)
Working with trauma (61%)
Dealing with hostility,
aggression or conflict (54%)
The legal basis for social work
interventions (48%)
Assessing risk (46%)
Services and resources
available locally ‘in your
patch’ that might benefit the
service users or carers on
your case (35%).
NQSWs in England (2009)
Dealing with hostility,
aggression or conflict (62%)
Assessing risk (60%)
The legal basis for social work
interventions (51%)
Evidence base for your area
of social work practice –
‘what works’ (43%)
Services and resources
available locally ‘in your
patch’ that might benefit the
service users or carers on
your case (35%)
32. Managers &
NQSWs
OVERaLlVIEW
Very well
prepared
23%
Fairly well
prepared
62%
Not very well
prepared
14%
Not at all well
prepared
1%
NQSWs view on degree preparedness
Very satisfied
26%
Fairly satisfied
46%
Neither
satisfied or
dissatisfied
18%
Fairly
dissatisfied
10%
Very
dissatisfied
0%
Managers’ satisfaction with newly
qualified social workers
33. Phase 3:
What professional capabilities, including cultural capabilities, should
we expect of NQSWs and of social workers working at more
experienced and expert levels of practice?
34. Competence
or capability?
Competence as “what individuals know or are able to
do in terms of knowledge, skills, attitude” (Fraser and
Greenhalgh, 2001, p. 799)
Capability as “the ability to adapt to change, generate
new knowledge, and continuously improve
performance” (Eraut, 1994, p. 799)
35. Four
frameworks as
reference
points
1.The Canadian Council of SocialWork Regulators (2012). Entry-LevelCompetency Profile for
the SocialWork Profession in Canada
6 competency blocks
21 competency families and
152 sub-competencies
2. British Association of SocialWorkers (2018). ProfessionalCapabilities Framework.
9 Domains
72Capabilities
3. US Council on SocialWork Education (2015). Educational Policy and AccreditationStandards
9 competencies and
31 observable behaviours
4. SocialWorkers Registration Board (2016). SWRBTen CoreCompetence Standards
10 core competence standard and
45 ways of demonstrating them
42. Discuss the six
enhance R2P
values and the
ten enhance
R2P domains
Take 15 minutes to discuss our value
statements and write on the flipchart
messages you want to convey to the
research team about the values.
Take 15 minutes to discuss the proposed
10 domains and write on the flipchart
messages you want to convey to the
research team about the domains.
43. Discuss the
sample
capabilities for
one domain
1. For the first 20
minutes prioritise the
sample statements by
sticking them to a
flipchart indicating
high, medium & low
priority.You may
change the
statements or add
new ones
2. For the last 1o
minutes write on the
flipchart messages
you want to convey to
the research team
about the capability
statements.
HIGH
MEDIUM
LOW
Editor's Notes
The high-level analysis included the use of secondary terms that suggest that many courses blend key topics in a particular way so, for example: the terms social policy and law co-occurred in five course titles; management and organisations in five, Treaty of Waitangi and bicultural practice in five, social work theory and social work skills in three, mental health and addictions in two. These pairings are unsurprising and represent particular curriculum design choices. Consider, for example, the range of design choices in relation to teaching law: some institutions blend law teaching with social policy, others teach law as a stand-alone course, others embed law in other client or issue based courses (such as family law in a families course, or mental health legislation in a mental health course), and these course design choices are not mutually exclusive but can be combined in a single programme. To really get to grips with where key topics are taught we cannot rely on course titles, but need to dig deeper into the detail of the curriculum: that is the purpose of curriculum mapping
Managers 21% Maori and 4.4% Pasifika
NQSWs 14% Maori and 5.4 Pasifika