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Jian Xiong - One of the best experts on this subject based on the ideXlab platform.

Olivia Given Castello - One of the best experts on this subject based on the ideXlab platform.

Angela Lucero - One of the best experts on this subject based on the ideXlab platform.

Barbara Harris - One of the best experts on this subject based on the ideXlab platform.

  • Teaching Social Welfare Policy: A comparison of two pedagogical approaches
    Journal of Social Work Education, 2005
    Co-Authors: Debra K. Anderson, Barbara Harris
    Abstract:

    The use of experiential approaches to teach Social Welfare Policy suggests that such methods may increase undergraduate Social work students' knowledge of and skill in working on Social and economic justice issues. This article compares 2 such methods using qualitative and quantitative approaches. The first teaches Social Welfare Policy as a service learning course and the second integrates Social Welfare Policy into the students' practicum experience. The authors conclude that both approaches are equally effective in helping students to increase their knowledge of Policy concepts and may help students feel more competent in using Policy-related skills.

Debra K. Anderson - One of the best experts on this subject based on the ideXlab platform.

  • Mucking through the Swamp: Changing the Pedagogy of a Social Welfare Policy Course.
    Journal of Teaching in Social Work, 2006
    Co-Authors: Debra K. Anderson
    Abstract:

    Abstract Despite the fact that Social Welfare problems do not lend themselves to rational definition and analysis, most undergraduate Social Welfare Policy courses use technical rational approaches to teach Policy analysis. This article argues that analysts need to descend from the high ground of rational analysis to the “swampy lowlands of human concern” (Schon, 1983; quoted in Zlotkowski, 2001, p. 24). The author reports that the inclusion of post-positivist methods such as service learning and community-based research increased students' enthusiasm and preparedness for Social Welfare Policy analysis, enhanced the instructor's (and students') sense of civic engagement, and improved community collaboration efforts.

  • Using Films to Teach Social Welfare Policy
    Advances in Social Work, 2005
    Co-Authors: Debra K. Anderson, Carol L. Langer, Rich Furman, Kim Bender
    Abstract:

    Because Social Welfare Policy tends to be among the least-preferred courses in the Social work curriculum, using contemporary films to augment the course content may help students gain awareness of the nature of the relationship between micro- and macro-level Social work. Films may also help to bring abstract Policy concepts into a more grounded and focused format. The purpose of this article is to explore the use of contemporary film in teaching Social Welfare Policy in courses by presenting three films as case examples along with suggested discussion questions for each. The article concludes by discussing a framework and criteria for the selection and use of films for Social work curricula.

  • Teaching Social Welfare Policy: A comparison of two pedagogical approaches
    Journal of Social Work Education, 2005
    Co-Authors: Debra K. Anderson, Barbara Harris
    Abstract:

    The use of experiential approaches to teach Social Welfare Policy suggests that such methods may increase undergraduate Social work students' knowledge of and skill in working on Social and economic justice issues. This article compares 2 such methods using qualitative and quantitative approaches. The first teaches Social Welfare Policy as a service learning course and the second integrates Social Welfare Policy into the students' practicum experience. The authors conclude that both approaches are equally effective in helping students to increase their knowledge of Policy concepts and may help students feel more competent in using Policy-related skills.