Module 2 - Reflection.pptx
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Thinking Like a Social Worker Examining the Meaningof Criti
Thinking Like a Social Worker: Examining the Meaning
of Critical Thinking in Social Work
John Mathias
Critical thinking is frequently used to describe how social workers ought to reason. But how well has
this concept helped us to develop a normative description of what it means to think like a social
worker? This critical review mines the literature on critical thinking for insight into the kinds of
thinking social work scholars consider important. Analysis indicates that critical thinking in social
work is generally treated as a form of practical reasoning. Further, epistemological disagreements
divide 2 distinct proposals for how practical reasoning in social work should proceed. Although
these disagreements have received little attention in the literature, they have important implications
for social work practice.
In 1991 John Seelig argued that the concept of critical thinking was the best way to answer the
question of how social workers ought to think (p. 21). Since the publication of Seelig’s article,
critical thinking has become the dominant way of describing desirable forms of reasoning1 in
American social work. Other authors began to promote critical thinking in social work at
approximately the same time (Gambrill, 1990; Gibbs, 1991; Witkin, 1990), and the term caught
on quickly. In 1992 the Council on Social Work Education (CSWE) began requiring that
baccalaureate and master’s programs teach students to “apply critical thinking skills” in profess-
ional social work practice (CSWE, 1992a, 1992b, as quoted in Gambrill & Gibbs, 1995, p. 194;
Huff, 2000, p. 400). More recently, the CSWE’s Educational Policy and Accreditation
Standards (EPAS) made critical thinking one of 10 core competencies that all bachelor of social
work (BSW) and master’s of social work (MSW) programs should cultivate in their students,
presenting a guiding description of the concept that emphasizes “principles of logic, scientific
inquiry, and reasoned discernment” (CSWE, 2008; see Figure 1). Thus critical thinking has
become a major goal of every social work curriculum in the country.
However, as Deal and Pittman (2009) pointed out, the scholarly literature on critical thinking
in social work is still quite spare. We know very little about whether or how social work
education teaches students to think critically, let alone the extent to which such education affects
Accepted: January 2014
John Mathias is a doctoral candidate at the University of Michigan.
Address correspondence to John Mathias, University of Michigan, 3704 School of Social Work Building, 1080 South
University Ave., Ann Arbor, MI 48109, USA. E-mail: [email protected]
1 In the literature on critical thinking, both in social work and more broadly, the terms thinking and reasoning are used
interchangeably. Although I recognize that distinguishing these two processes is helpful in many contexts, I follow that
convention here.
Journal of Social Work Education, 51: 457–474, 2015
Copyright © Counci ...
Vu M Kloos 20071116
A powerpoint about my personal and professional background, presented at the Vrije Universiteit of Amsterdam
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Social networks have the potential to support personal and organizational knowledge management. This study investigated how social network groups promote personal knowledge management activities like knowledge sharing. A survey found that social network groups allow knowledge conversion between tacit and explicit knowledge through discussion and feedback. They also build trust between members from different organizations worldwide. However, the study was limited by not directly measuring the organizational impact of knowledge gained from social networks. Future research could examine how learning on social networks transfers to organizations.
Social Inquiry Model
“Social science inquiry method is based on the belief that providing a reflective and enquiry frame of reference to social issues helps to improve the personal and social life”.
Main developers: Byron Massialas, Benjamin Cox.
Massialas and Cox (1966) believed that school fosters development and inculcation of values in children and plays a crucial role in ‘creative reconstruction of culture’. Social inquiry method is helpful in identifying the social issues and dealing with them effectively.
Cox experimented with inquiry methods in teaching Junior High U.S. History, while Massialas focused on the use of inquiry instruction in teaching High School World History.
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Recommended
Thinking Like a Social Worker Examining the Meaningof Criti
Thinking Like a Social Worker: Examining the Meaning
of Critical Thinking in Social Work
John Mathias
Critical thinking is frequently used to describe how social workers ought to reason. But how well has
this concept helped us to develop a normative description of what it means to think like a social
worker? This critical review mines the literature on critical thinking for insight into the kinds of
thinking social work scholars consider important. Analysis indicates that critical thinking in social
work is generally treated as a form of practical reasoning. Further, epistemological disagreements
divide 2 distinct proposals for how practical reasoning in social work should proceed. Although
these disagreements have received little attention in the literature, they have important implications
for social work practice.
In 1991 John Seelig argued that the concept of critical thinking was the best way to answer the
question of how social workers ought to think (p. 21). Since the publication of Seelig’s article,
critical thinking has become the dominant way of describing desirable forms of reasoning1 in
American social work. Other authors began to promote critical thinking in social work at
approximately the same time (Gambrill, 1990; Gibbs, 1991; Witkin, 1990), and the term caught
on quickly. In 1992 the Council on Social Work Education (CSWE) began requiring that
baccalaureate and master’s programs teach students to “apply critical thinking skills” in profess-
ional social work practice (CSWE, 1992a, 1992b, as quoted in Gambrill & Gibbs, 1995, p. 194;
Huff, 2000, p. 400). More recently, the CSWE’s Educational Policy and Accreditation
Standards (EPAS) made critical thinking one of 10 core competencies that all bachelor of social
work (BSW) and master’s of social work (MSW) programs should cultivate in their students,
presenting a guiding description of the concept that emphasizes “principles of logic, scientific
inquiry, and reasoned discernment” (CSWE, 2008; see Figure 1). Thus critical thinking has
become a major goal of every social work curriculum in the country.
However, as Deal and Pittman (2009) pointed out, the scholarly literature on critical thinking
in social work is still quite spare. We know very little about whether or how social work
education teaches students to think critically, let alone the extent to which such education affects
Accepted: January 2014
John Mathias is a doctoral candidate at the University of Michigan.
Address correspondence to John Mathias, University of Michigan, 3704 School of Social Work Building, 1080 South
University Ave., Ann Arbor, MI 48109, USA. E-mail: [email protected]
1 In the literature on critical thinking, both in social work and more broadly, the terms thinking and reasoning are used
interchangeably. Although I recognize that distinguishing these two processes is helpful in many contexts, I follow that
convention here.
Journal of Social Work Education, 51: 457–474, 2015
Copyright © Counci ...
Vu M Kloos 20071116
A powerpoint about my personal and professional background, presented at the Vrije Universiteit of Amsterdam
Social networks for knowledge management: the groups feature as a Personal Kn...
Social networks have the potential to support personal and organizational knowledge management. This study investigated how social network groups promote personal knowledge management activities like knowledge sharing. A survey found that social network groups allow knowledge conversion between tacit and explicit knowledge through discussion and feedback. They also build trust between members from different organizations worldwide. However, the study was limited by not directly measuring the organizational impact of knowledge gained from social networks. Future research could examine how learning on social networks transfers to organizations.
Social Inquiry Model
“Social science inquiry method is based on the belief that providing a reflective and enquiry frame of reference to social issues helps to improve the personal and social life”.
Main developers: Byron Massialas, Benjamin Cox.
Massialas and Cox (1966) believed that school fosters development and inculcation of values in children and plays a crucial role in ‘creative reconstruction of culture’. Social inquiry method is helpful in identifying the social issues and dealing with them effectively.
Cox experimented with inquiry methods in teaching Junior High U.S. History, while Massialas focused on the use of inquiry instruction in teaching High School World History.
Principles and theories of Learning( Social Constructivism, Multiple Intellig...
This document discusses principles and theories of learning, including social constructivism, multiple intelligences, and brain-based learning. It provides details on social constructivism, outlining its key assumptions that knowledge is socially constructed through human interaction and culture, and learning is a social activity. The document also summarizes Lev Vygotsky, Jean Piaget, and Jerome Bruner's contributions to social constructivism. It describes perspectives on facilitating social constructivist learning and instructional models based on this perspective, emphasizing collaboration. The theory of multiple intelligences identifying eight types of intelligence is overviewed.
BIFM North Region 2015 Key Learning Event 2
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This document discusses interdisciplinary research. It defines interdisciplinary research as integrating knowledge and methods from different disciplines to address a research question. The document outlines the need for interdisciplinary research to solve interconnected problems in an interconnected world. It also discusses the process of conceptual design, technical design, integration, and addressing scientific and ethical considerations. Some benefits of interdisciplinary research include addressing bigger questions, developing a wider audience, and gaining new perspectives. However, challenges can include differences in theoretical backgrounds, operationalizing concepts, intellectual traditions, and methodological approaches between disciplines.
IFI7159 M4
1. The document discusses food practices as situated action, exploring everyday food practices of households through interviews and shop-alongs.
2. It identifies several patterns of situated food practices, such as implicit planning and stocking up on food. These practices are influenced by various household and social factors.
3. The outcomes suggest opportunities for design solutions to help people address food-related challenges and misconceptions. The study demonstrates how understanding everyday practices can inform the design of technologies.
Literacy john
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Media Research Methods.ppt
Media Research Methods provides an overview of media and communication research. It discusses how research has developed into an academic area, drawing on methods from other social sciences. Research covers a wide range of topics using various methods. The document outlines the importance, scope, and characteristics of scientific research. It also discusses the growth of research in mass communication due to forces like wars, advertising, publishers, and public concern. Finally, it examines the phases of research development within a new medium and importance of research for knowledge, theory, and solving real-world problems.
Research Design.ppt
The document discusses different types of research design, including basic research which aims to produce new knowledge, applied research which aims to help solve social problems, and evaluation research which assesses the impact of programs. It also discusses theories and concepts, the difference between theory and description, deductive and inductive reasoning, hypotheses, advantages and disadvantages of case study research, and distinguishing basic from applied research.
Trendspotting – Models of Man (In Design Thinking)
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Jennifer’s PostI had a difficulty finding non-reactive studies .docx
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I had a difficulty finding non-reactive studies for the particular research that I have been focusing on. The first one that I found seems to be both reactive and non-reactive. People were involved in the first portion of the study, but were not aware of the second phase. The first academic journal that I found is titled “Does Counting Emotion Words on Online Social Networks Provide a Window into People’s Subjective Experience of Emotion? A Case Study on Facebook. Content analysis was used to determine if the words that people post are linked to how they really feel. Reactive measures were used first to question participants on how they felt during the week. Word counting algorithms were used to determine if people really feel the way that they portray on social media. Four samples were used for the study. Facebook data and experience surveys were used to determine if emotion words can be linked to somebody’s true emotional status. The multi-level data analysis included four phases. It was found that there is not a link between a person’s emotions and the words that they post on social media. (Kross, et al., 2019)
The second article that I found is titled “Objectifying Fitness: A Content and Thematic Analysis of #Fitspiration Images on Social Media. Non -reactive measures were used to determine if the large volume of #fitspiration posts on Instagram are linked to body dissatisfaction. Hashtags such as #fitspiration were analyzed in terms of body types and how the posts were presented. The purpose is to find the link between the images and the theory of objectification. It theorizes the dangers of women being bombarded by what is considered an ideal body type. The first question that was asked was "What are the most common types of imagery featured in #fitspiration posts on Instagram?” (Deighton, Bell, 2018). The posts were coded into categories such as body type, body proportion, pose and clothing type. It was found that the majority of the posts depict thin people with low body fat. In a second study that used content analysis the themes of #fitspiration was looked at. In both studies objectification theory was seen. In both studies, thinness is linked to beauty in unrealistic ways that can be detrimental to peoples body image. For me, finding non-reactive studies were difficult. Many of the articles that I found included surveys as the primary measure, or both reactive and non-reactive measures. This makes me think that it could be difficult to gain physical evidence regarding social media usage without violating privacy or other ethical concerns.
References
Deighton-Smith, N., & Bell, B. T. (2018). Objectifying fitness: A content and thematic analysis of #fitspiration images on social media. Psychology of Popular Media Culture, 7(4), 467–483. https://doi.org/10.1037/ppm0000143
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Social Computing as Social Computation
Social computing involves processing information distributed across social groups to support gathering, representing, and disseminating that information. It links information to people who are connected to each other. An example showed how a group organized chapters for a book by physically arranging and rearranging chapter titles. People discussed the arrangements, with awareness focused on nearby discussions. This allowed the group to organize the chapters coherently within 30 minutes through distributed input, even though no single person knew everything. A framework was proposed with levels including identity, awareness, action/interaction and structure, along with mechanisms spanning levels.
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Critical Thinking Concepts
Here are the key points about your self-concept:
- Your self-concept scored 90 out of 120, which you consider a "fabulous" score, indicating you have a positive self-image overall.
- Positive qualities you mentioned include having excellent friends who care about you and having many interests and hobbies.
- Areas for improvement you identified are not enjoying school and feeling unhappy with your social life.
- You believe you can enhance your self-concept by improving your school experience through a better social life made possible by making more friends.
- You see technology as an important tangible value in your life that makes modern living much more convenient and connected.
In summary, while recognizing some aspects
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This document provides an overview of a Research to Practice Seminar on social networks in organizations held at Tuck School of Business at Dartmouth. The seminar will examine scholarly research on how social networks are structured in organizations and how they influence career development and business strategies. It will be led by Professor Adam Kleinbaum over 8 weeks and cover topics like how networks form, the interplay of formal and informal structure, personality antecedents of networks, and the consequences of network structure on performance and social status. Students will discuss assigned papers each week, complete a midterm project on network analysis, and work in groups on a final project applying the research.
Kleinbaum social networks in organizations syllabus (tuck school 2013)
This document provides an overview of a Research to Practice Seminar on social networks in organizations held at Tuck School of Business at Dartmouth. The seminar will examine scholarly research on how social networks are structured in organizations and how they influence career development and business strategies. It will be led by Professor Adam Kleinbaum over 8 weeks and include discussions of assigned research papers. Students will be required to lead one discussion, participate in all discussions, complete a midterm individual project and final group project applying network analysis concepts. The goal is for students to gain a deeper understanding of how academic research can provide insights for managing complexity in business.
Kleinbaum social networks in organizations syllabus (tuck school 2013)
This document provides an overview of a Research to Practice Seminar on social networks in organizations held at Tuck School of Business at Dartmouth. The seminar will examine scholarly research on how social networks are structured in organizations and how they influence career development and business strategies. Over 8 weeks, students will discuss classic and new papers on topics like how networks form based on homophily and proximity, the interplay of formal and informal organizational structures, how personality influences network positions, and the consequences of network structure on performance, brokerage, and social status. The seminar aims to provide an intensive immersion in research-based knowledge on social networks through small class discussions led by students and a professor. Students will complete a midterm individual
InstructionsApplication 2 Laying the Foundation for New Approac.docx
Instructions
Application 2: Laying the Foundation for New Approaches to Practice
As frequently noted in the literature, there is often a gap between research evidence and practice. This is not a new phenomenon; however, with the rapid growth of knowledge, it is essential that nurses hone their ability to identify this gap, determine best practices based on the evidence, and then apply this evidence to practice through the development of new approaches. In order for that to transpire, nurses must be skilled in leading change efforts so that adoption of new practice approaches can be successful.
For your EBP Project in Week 2 (Application 1), you identified an issue in your practicum setting in which the outcome is different from what would be expected according to the research literature. This week, continue to explore current research literature looking for new evidence to address the problem. In addition, you build on the work you began in this week’s Discussion and select an evidence-based practice model and change theory or framework that will support your efforts.
To prepare for Application 2 address the following:
· How current is the science underlying the practices related to your EBP Project issue?
· Consider possible causes of the difference in outcomes from what would be expected according to the research literature.
· Evaluate the effect the EBP Project issue is having in practice.
· Using the Walden Library and other credible sources, locate current research evidence of new practices that are effective in addressing the issue.
· Use the GRADE model presented in the Guyatt et al. (2011) article to evaluate the research evidence.
The full Application 2 is due by Day 7 of this week. Instructions for how to prepare for previous sections of this Application have been provided in Week 4.
To complete:
In a 3- to 5-page paper, include the following:
· A brief summary of the currency of the science underlying the practices used to address your EBP Project issue
· Possible causes of the difference in outcomes from what would be expected according to the research literature
· The effect the EBP Project issue is having in practice
· Current research evidence on new practices for addressing the EBP Project issue
· A summary of the evidence-based practice model (including models from other disciplines as appropriate) and/or change theory or framework you will utilize to systematically integrate new approaches to practice to address the issue
http://tso.sagepub.com/
Teaching Sociology
http://tso.sagepub.com/content/37/1/76
The online version of this article can be found at:
DOI: 10.1177/0092055X0903700107
2009 37: 76Teaching Sociology
Robert J. Hironimus-Wendt and Lora Ebert Wallace
The Sociological Imagination and Social Responsibility
Published by:
http://www.sagepublications.com
On behalf of:
American Sociological Association
can be found at:Teaching SociologyAdditional services and information for
.
(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. ...
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I had a difficulty finding non-reactive studies for the particular research that I have been focusing on. The first one that I found seems to be both reactive and non-reactive. People were involved in the first portion of the study, but were not aware of the second phase. The first academic journal that I found is titled “Does Counting Emotion Words on Online Social Networks Provide a Window into People’s Subjective Experience of Emotion? A Case Study on Facebook. Content analysis was used to determine if the words that people post are linked to how they really feel. Reactive measures were used first to question participants on how they felt during the week. Word counting algorithms were used to determine if people really feel the way that they portray on social media. Four samples were used for the study. Facebook data and experience surveys were used to determine if emotion words can be linked to somebody’s true emotional status. The multi-level data analysis included four phases. It was found that there is not a link between a person’s emotions and the words that they post on social media. (Kross, et al., 2019)
The second article that I found is titled “Objectifying Fitness: A Content and Thematic Analysis of #Fitspiration Images on Social Media. Non -reactive measures were used to determine if the large volume of #fitspiration posts on Instagram are linked to body dissatisfaction. Hashtags such as #fitspiration were analyzed in terms of body types and how the posts were presented. The purpose is to find the link between the images and the theory of objectification. It theorizes the dangers of women being bombarded by what is considered an ideal body type. The first question that was asked was "What are the most common types of imagery featured in #fitspiration posts on Instagram?” (Deighton, Bell, 2018). The posts were coded into categories such as body type, body proportion, pose and clothing type. It was found that the majority of the posts depict thin people with low body fat. In a second study that used content analysis the themes of #fitspiration was looked at. In both studies objectification theory was seen. In both studies, thinness is linked to beauty in unrealistic ways that can be detrimental to peoples body image. For me, finding non-reactive studies were difficult. Many of the articles that I found included surveys as the primary measure, or both reactive and non-reactive measures. This makes me think that it could be difficult to gain physical evidence regarding social media usage without violating privacy or other ethical concerns.
References
Deighton-Smith, N., & Bell, B. T. (2018). Objectifying fitness: A content and thematic analysis of #fitspiration images on social media. Psychology of Popular Media Culture, 7(4), 467–483. https://doi.org/10.1037/ppm0000143
Kross, E., Verduyn, P., Boyer, M., Drake, B., Gainsburg, I., Vickers, B., Ybarra, O., & Jonides, J. (2019). Does counting emotion words on online ...
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Teresa B. - Cognitivism
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Social Computing as Social Computation
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Lecture 4
This document summarizes key theories and thinkers in constructivism and connectivism. It discusses Lev Vygotsky and his sociocultural theory of learning through social interaction. It also discusses Jerome Bruner's view of learning as an active process where students construct their own understanding. Seymour Papert is discussed for his work on using computers to empower self-directed learning. The document then summarizes connectivism and its originator George Siemens, emphasizing learning as connecting within networks and the importance of knowing where to find information.
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Here are the key points about your self-concept:
- Your self-concept scored 90 out of 120, which you consider a "fabulous" score, indicating you have a positive self-image overall.
- Positive qualities you mentioned include having excellent friends who care about you and having many interests and hobbies.
- Areas for improvement you identified are not enjoying school and feeling unhappy with your social life.
- You believe you can enhance your self-concept by improving your school experience through a better social life made possible by making more friends.
- You see technology as an important tangible value in your life that makes modern living much more convenient and connected.
In summary, while recognizing some aspects
Reflective practice online: Exploring the ways social workers use social medi...
Social workers are increasingly using social media for networking, peer support, reflection, and fun. Social media presents exciting opportunities for social work practice; however, social workers and employers of social workers need to understand the challenges and conflicts that can occur. This study explored the experiences of social workers who used an online blog for reflection, describing different levels of engagement with reflection and the development of an online community of practice to support isolated social workers. This study is significant because although there are many studies that describe the experiences of students using a blog for reflection, the author has been unable to identify another study that focuses on the ways social workers engaged with a blog for reflection.
Kleinbaum social networks in organizations syllabus (tuck school 2013)
This document provides an overview of a Research to Practice Seminar on social networks in organizations held at Tuck School of Business at Dartmouth. The seminar will examine scholarly research on how social networks are structured in organizations and how they influence career development and business strategies. It will be led by Professor Adam Kleinbaum over 8 weeks and cover topics like how networks form, the interplay of formal and informal structure, personality antecedents of networks, and the consequences of network structure on performance and social status. Students will discuss assigned papers each week, complete a midterm project on network analysis, and work in groups on a final project applying the research.
Kleinbaum social networks in organizations syllabus (tuck school 2013)
This document provides an overview of a Research to Practice Seminar on social networks in organizations held at Tuck School of Business at Dartmouth. The seminar will examine scholarly research on how social networks are structured in organizations and how they influence career development and business strategies. It will be led by Professor Adam Kleinbaum over 8 weeks and include discussions of assigned research papers. Students will be required to lead one discussion, participate in all discussions, complete a midterm individual project and final group project applying network analysis concepts. The goal is for students to gain a deeper understanding of how academic research can provide insights for managing complexity in business.
Kleinbaum social networks in organizations syllabus (tuck school 2013)
This document provides an overview of a Research to Practice Seminar on social networks in organizations held at Tuck School of Business at Dartmouth. The seminar will examine scholarly research on how social networks are structured in organizations and how they influence career development and business strategies. Over 8 weeks, students will discuss classic and new papers on topics like how networks form based on homophily and proximity, the interplay of formal and informal organizational structures, how personality influences network positions, and the consequences of network structure on performance, brokerage, and social status. The seminar aims to provide an intensive immersion in research-based knowledge on social networks through small class discussions led by students and a professor. Students will complete a midterm individual
InstructionsApplication 2 Laying the Foundation for New Approac.docx
Instructions
Application 2: Laying the Foundation for New Approaches to Practice
As frequently noted in the literature, there is often a gap between research evidence and practice. This is not a new phenomenon; however, with the rapid growth of knowledge, it is essential that nurses hone their ability to identify this gap, determine best practices based on the evidence, and then apply this evidence to practice through the development of new approaches. In order for that to transpire, nurses must be skilled in leading change efforts so that adoption of new practice approaches can be successful.
For your EBP Project in Week 2 (Application 1), you identified an issue in your practicum setting in which the outcome is different from what would be expected according to the research literature. This week, continue to explore current research literature looking for new evidence to address the problem. In addition, you build on the work you began in this week’s Discussion and select an evidence-based practice model and change theory or framework that will support your efforts.
To prepare for Application 2 address the following:
· How current is the science underlying the practices related to your EBP Project issue?
· Consider possible causes of the difference in outcomes from what would be expected according to the research literature.
· Evaluate the effect the EBP Project issue is having in practice.
· Using the Walden Library and other credible sources, locate current research evidence of new practices that are effective in addressing the issue.
· Use the GRADE model presented in the Guyatt et al. (2011) article to evaluate the research evidence.
The full Application 2 is due by Day 7 of this week. Instructions for how to prepare for previous sections of this Application have been provided in Week 4.
To complete:
In a 3- to 5-page paper, include the following:
· A brief summary of the currency of the science underlying the practices used to address your EBP Project issue
· Possible causes of the difference in outcomes from what would be expected according to the research literature
· The effect the EBP Project issue is having in practice
· Current research evidence on new practices for addressing the EBP Project issue
· A summary of the evidence-based practice model (including models from other disciplines as appropriate) and/or change theory or framework you will utilize to systematically integrate new approaches to practice to address the issue
http://tso.sagepub.com/
Teaching Sociology
http://tso.sagepub.com/content/37/1/76
The online version of this article can be found at:
DOI: 10.1177/0092055X0903700107
2009 37: 76Teaching Sociology
Robert J. Hironimus-Wendt and Lora Ebert Wallace
The Sociological Imagination and Social Responsibility
Published by:
http://www.sagepublications.com
On behalf of:
American Sociological Association
can be found at:Teaching SociologyAdditional services and information for
.
(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. ...
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Module 2 - Reflection.pptx
- 1. Module 2 A Brief Reflection by Agnes Sealy
- 2. Question How did the reflection assignments help you construct your understanding of the issues discussed in the readings? For this presentation, I will highlight two issues from my readings and my understanding of these issues.
- 3. Issue #1 – Lack of Research to the Constructivist Underpinnings of Schon’s Theory of Reflective Practice • Kinsella (2006) has highlighted Nelson Goodman as a major constructivist influencer of Schön’s theory • The author suggests that reflective practitioners should consider the theory of constructivism when participating in the reflective process • Researchers have differed on how constructivism should be defined but agree on the following: Knowledge is constructed for the most part through the process of reflection Cognition is activated through the construction process “Cognitive structures are under continual development” (Kinsella, 2006, p. 279)
- 4. From exploring the consequences of one’s actions, one can make inferences and through experimentation, conclude if the correct action was taken or measures implemented. Such activity suggest that as one reflects, they construct new knowledge. The researcher’s examination of the literature presented by Schön has revealed a link between the constructivist learning theory and reflective practice. I concur with the researcher that constructivism is a critical element of the reflective process, as there is a decomposition of prior knowledge and composition of the new.
- 5. Issue #2 – Social Media Can Be Used To Support Personal Reflection • Social media networks provide opportunities for individuals to share multiple digital identities. • Individuals can find it burdensome to manage multiple digital identities and as they self- express, private aspects of their lives may be exposed to an inappropriate or unintended audience (Thomas, et al., 2018). • The issue of privacy in the online environment has caused individuals to reflect on their digital identities.
- 6. • Although there is much research on Computer- Mediated Communications, Thomas et al. (2018) note that it lacks a mechanism to provide insight to users on a comprehensive understanding and management of their multiple identities. • There is a limitation in identifying how self- reflection can be supported using social media. • Facebook is a social media network that uses short reflection videos for individuals to reminisce and reflect on their past postings.
- 7. • Thomas et al. (2018) explored the transformation of digital data into three physical forms, namely, A printed book A triptych A film • Individuals can use these forms to reflect on the content posted to social media sites. They can review the book, the triptych, and the film for the things they liked, disliked, and can improve on. Such activity seems to follow Gibbs’ Reflective Model. • Content posted by the individual can be viewed within and outside of its original context since other users can repost it for viewing by an unintended or inappropriate audience. However, Thomas et al. (2018, p. 61) are concerned that individuals do not “consider the potential benefit to their future selves”.
- 8. References Kinsella, E. A. (2006). Constructivist underpinnings in Donald Schon’s theory of reflective practice: Echoes of Nelson Goodman. Reflective Practice, 7(3), 277-286. Thomas, L., Briggs, P., Kerrigan, F., & Hart, A. (2018). Exploring digital remediation in support of personal reflection. International Journal of Human-Computer Studies, 110, 53-62. Social media in customer service [image]. Retrieved from https://encrypted- tbn0.gstatic.com/images?q=tbn:ANd9GcTVVwk-dmWeUTlr6w1- TqEph4jcETNYhPB1cw&usqp=CAU Writing an academic reflection. [image].. Retrieved from https://encrypted- tbn0.gstatic.com/images?q=tbn:ANd9GcS9gQSp3P5- twlRnicIq04a0MHGoIc02ZGiDQ&usqp=CAU