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"Research skills are as critical to social work practitioners as skills in individual and group counselling, policy analysis, and community development. Adopting strategies similar to those used in direct practice courses, this book integrates research with social work practice, and in so doing promotes an understanding and appreciation of the research process. The third edition of Practising Social Work Research comprises twenty-seven case studies that illustrate different research approaches, including quantitative, qualitative, single-subject, and mixed methods. The third edition also adopts a greater equity, diversity, and inclusivity focus than the previous editions. Through the use of applied, real-life examples, the authors demonstrate the processes of conceptualization, operationalization, sampling, data collection and processing, and implementation. Designed to help the student and practitioner become more comfortable with research procedures, Practising Social Work Research capitalizes on the strengths that social work students bring to assessment and problem solving."--

This theoretical paper clarifies the concept of sustainability learning and specifically analyzes motivational aspects. Mastering the challenges of sustainability requires individual learning as well as learning processes on different levels of human systems ranging from groups and organizations to human societies, and mankind as a whole. Learning processes of individuals play a fundamental role, since individuals constitute and shape the larger social aggregates. Learning processes on the level of social aggregates are important since social systems embed and influence individuals. Therefore, sustainability learning needs to be understood as a multi-level concept, comprising individual learning as well as learning processes of human systems. Transdisciplinarity and mutual learning between science and society are considered fundamental approaches of sustainability learning, and hence increase the capacity of mankind to manage human-environment systems in sustainable ways. Based on systemic considerations, the two-fold role, in which motivations act as determinants and targeted outcomes of sustainability learning processes, is explained together with the outstanding role that cooperation, hence cooperative motivation, plays for sustainable development. Finally, the multifaceted, controversial discourses on what sustainability ultimately means (for the scientific community, for a given cultural or political entity, organization, or individual person) are considered. ; ISSN:2071-1050

This theoretical paper clarifies the concept of sustainability learning and specifically analyzes motivational aspects. Mastering the challenges of sustainability requires individual learning as well as learning processes on different levels of human systems ranging from groups and organizations to human societies, and mankind as a whole. Learning processes of individuals play a fundamental role, since individuals constitute and shape the larger social aggregates. Learning processes on the level of social aggregates are important since social systems embed and influence individuals. Therefore, sustainability learning needs to be understood as a multi-level concept, comprising individual learning as well as learning processes of human systems. Transdisciplinarity and mutual learning between science and society are considered fundamental approaches of sustainability learning, and hence increase the capacity of mankind to manage human-environment systems in sustainable ways. Based on systemic considerations, the two-fold role, in which motivations act as determinants and targeted outcomes of sustainability learning processes, is explained together with the outstanding role that cooperation, hence cooperative motivation, plays for sustainable development. Finally, the multifaceted, controversial discourses on what sustainability ultimately means (for the scientific community, for a given cultural or political entity, organization, or individual person) are considered.

PurposeTo begin understanding how best to develop and train Emirati women so they can become more influential in business, government, and the community, research was conducted that explores the backgrounds and experiences of these women in learning environments. The purpose of this paper is to explore how college students are transformed through their learning experiences, and this paper reports on two categories: backgrounds (i.e. confidence, learning environment, lack of previous opportunities, and family support) and personal and professional development (i.e. confidence, personal responsibility for learning, and skills and competency development).Design/methodology/approachIn‐depth qualitative interviews (using the phenomenological methodology) were conducted with Emirati students at a women's college in Abu Dhabi.FindingsThis paper presents findings related to four of the ten stages in Mezirow's perspective transformation process: disorienting dilemma, critical assessment of assumptions, acquisition of knowledge and skills, and building competence and self‐confidence in new roles, behaviors, or relationships. This is a portion of the full study that demonstrates that these women have experienced ongoing transformational learning experiences during college.Research limitations/implicationsThe exploratory nature of this study and the self‐selection of participants limit the generalizability of this study.Originality/valueThis paper provides helpful insights for educators, scholars, and practitioners to help them more effectively design successful developmental programs for Emirati women in educational and non‐educational settings. Understanding more about their lives and journeys toward and during higher education can provide new perspectives that will be helpful in developing future competency‐building programs for Emirati women.

Context: In 2016, the early leaving from education and training (ELET) rate in the Balearic Islands, Spain, was 26.8%. According to the most recent data, the participation rate in intermediate vocational education and training (VET) was 31.5%, and the graduation rate was 53.2%. In this paper, we present the main elements of the social agreement among political and social actors, derived from social discussion, which may form the main building blocks for addressing the problems of ELET and, more specifically, dropout in VET. Approach: The social discussion was developed under the need for a broader and more inclusive vision between the formal education system and the community as well as among their agents and initiatives, the mutual understanding between the educational strategies and the models of formal and non-formal education systems and the need for a dynamic and holistic approach to experiential learning processes. As researchers, we analysed the video-recorded content of participants' contributions using three categories: problems, strategies for improvements and contributions of the work group to the social agreement. Findings: The experience evidenced the severity of the ELET problem in the Balearic Islands and proved that preventing ELET and returning people between the ages of 16 and 24 to education and training programmes must become political priorities. The social agreement reflects the consensus reached regarding the need to work in networks, encourage collaboration between formal and non-formal education and emphasise the central role of the community and the active participation of students. The proposed actions regarding VET focus on the need to establish a system that integrates VET from education and from employment systems and the need to increase the offer to connect with the needs of businesses, the territory and a new model of production. The necessity of improving the quality of the system, moving towards more inclusive education and training teachers to recognize and reduce dropout risk factors was also brought up. Conclusion: The social agreement is possible even in contexts with little tradition. The innovation of this experience lies in its equating all participants at the same level of discussion. We highlight the intersection of the variety of positions that emerged in the debates as well as the consensus reached regarding the suggested proposals to address the problem of ELET and dropout in VET in the Balearic Islands.

This article illustrates how one university-based initial teacher education (ITE) course sought to develop links with civil society organisations to develop meaningful active citizenship education. The purpose of the project was to enhance citizenship education for ITE students preparing to become secondary school teachers. The article discusses recent developments in theorising teacher education 3.0 to ensure teachers are empowered to engage with a wide range of social and political challenges affecting young people and their communities. It then describes a small project that involved university staff and students in a local community organising project, bringing together a range of local community groups to work together for social justice. The article explores how student teachers working within that community organising group developed an increasingly politicised view of their role—as public sector workers in a politicised policy landscape; as potential agents for the promotion of democracy; and as political actors in their own right. The article concludes that these insights into practice illustrate the potential for a broader conception of teacher education, involving civil society partners beyond schools and universities.

This article illustrates how one university-based initial teacher education (ITE) course sought to develop links with civil society organisations to develop meaningful active citizenship education. The purpose of the project was to enhance citizenship education for ITE students preparing to become secondary school teachers. The article discusses recent developments in theorising teacher education 3.0 to ensure teachers are empowered to engage with a wide range of social and political challenges affecting young people and their communities. It then describes a small project that involved university staff and students in a local community organising project, bringing together a range of local community groups to work together for social justice. The article explores how student teachers working within that community organising group developed an increasingly politicised view of their role—as public sector workers in a politicised policy landscape; as potential agents for the promotion of democracy; and as political actors in their own right. The article concludes that these insights into practice illustrate the potential for a broader conception of teacher education, involving civil society partners beyond schools and universities

This article illustrates how one university-based initial teacher education (ITE) course sought to develop links with civil society organisations to develop meaningful active citizenship education. The purpose of the project was to enhance citizenship education for ITE students preparing to become secondary school teachers. The article discusses recent developments in theorising teacher education 3.0 to ensure teachers are empowered to engage with a wide range of social and political challenges affecting young people and their communities. It then describes a small project that involved university staff and students in a local community organising project, bringing together a range of local community groups to work together for social justice. The article explores how student teachers working within that community organising group developed an increasingly politicised view of their role—as public sector workers in a politicised policy landscape; as potential agents for the promotion of democracy; and as political actors in their own right. The article concludes that these insights into practice illustrate the potential for a broader conception of teacher education, involving civil society partners beyond schools and universities.

Outcome Mapping recognizes that development is essentially about people relating to each other and their environment. The originality of this approach lies in its shift away from assessing the products of a program to focus on changes in behaviour, relationships, actions, and activities in the people, groups, and organizations it works with directly. In doing so, Outcome Mapping debunks many of the myths about measuring impact. It will help a program be specific about the actors it targets, the changes it expects to see, and the strategies it employs and, as a result, be more effective in terms of the results it achieves. This publication explains the various steps in the outcome mapping approach and provides detailed information on workshop design and facilitation. It includes numerous worksheets and examples.

Now more than ever, teachers of world languages are encouraged to become intercultural mediators in their communities and classrooms. This study describes the impact of an innovative community-based teacher education program for developing participants' interculturality. Building on narrative methods of investigation, we explore the potential of community-based service-learning as a social space in which participants learn to recognize and mediate worldviews. The data come primarily from field observations and pre-service teachers' journaled reflections. We illustrate our findings through a series of narratives that serve as a frame for locating cultural recognition and learning.

"Der Beitrag reflektiert die bisherigen Geschichtsbetrachtungen von Pionieren und Historikern des Internet. Er möchte zeigen, dass die bislang dominierende heroische Sichtweise die eigentlich interessierenden Entwicklungen des Internets von einer unvollständigen Systemlösung zu einem massentauglichen Informations- und Kommunikationsmedium ausblendet. Am Beispiel des Wandels der Leitbilder und Nutzungsszenarien der engeren Internet-Community und der Prägungswirkungen der Akteurskonstellationen auf die Netzwerkarchitektur werden neuere Ansätze der historischen Technikgeneseforschung auf die Internet-Entwicklung angewendet. Dabei zeigt sich, dass das heutige Internet keinesfalls von Beginn an so geplant war und dass sein Erfolg immer wieder durch akteurbedingte Schließungsprozesse gefährdet war. Die stufenweise Ausweitung der Nutzerpopulationen und die Entstehung und Verkettung kritischer Massen waren vielmehr Resultat vielfältiger Lernprozesse sowie sozio-technischer und ergonomischer Innovationen, die vor allem durch kritische User eingebracht wurden." (Autorenreferat)

High schools are a microcosm of society. Students of different backgrounds, past experiences, and financial means are forced into close proximity and required to collaborate. How can administrators facilitate student experiences that result in a positive school culture? Hear how one researcher considered the development of a sense of community through the lens of an interdisciplinary arts project. The researcher examined students' experiences of flow, democratic learning, and deep learning of a minority culture on their feelings of community.

A general social learning theory of deviance is applied to adolescent smoking as a form of sustance use and tested with data from a 5-year longitudinal study of a panel (N=454) of respondents in grades 7 through 12 in an Iowa community. The major components of the process specified in the theory are differential association, differential reinforcement, definitions (attitudes), and modeling. The process is one in which the operation of these variables produces abstinence or smoking, but with some reciprocal effects of smoking behavior on the social learning variables. Previous research on various kinds of deviance and substance use has been supportive of the theory. The findings in this study from LISREL models of the overall social learning process and each of the component of association, reinforcement, and definitions are also supportive.

Informational resources are essential for communities, rooting them in their own history, helping them learn and solve problems, giving them a voice in decisionmaking and so on. For digital inclusion - and inclusion in the informational and democratic processes of society more generally - it is essential that communities retain the skills, awareness and motivation to create and manage their own informational resources. This article explores a model for the creation of online content that incorporates the different ways in which the quality and relevance of information can be assured. This model, "Aggregate-then-Curate" (A/C), was developed from earlier work concerning digital inclusion in UK online centres, models of informal e-learning and ecologies of resources. A/C shows how creating online content can be viewed as a 7-step process, initiated by individuals but bringing in "digital learning champions", other community members and formal educational institutions at different stages. A/C can be used to design training to help build the capacity to manage community informational resources in an inclusive way. The article then discusses and evaluates MOSI-ALONG, a Joint Information Systems Committee (JISC) funded project founded on these ideas, which illustrates how A/C can be used to design training to help build the capacity to manage community informational resources in an inclusive way. This conclusion is supported by evaluations of the work done so far in MOSI-ALONG. © 2012 A. Whitworth et al.

Intro -- A Performatory Approach to Teaching, Learning and Technology -- TABLE OF CONTENTS -- FOREWORD -- REFERENCES -- ACKNOWLEDGEMENTS -- CHAPTER 1: WORKING WITH WHAT THERE IS -- AN INTRODUCTION -- A Career Change -- WELCOME TO JIM'S TECH CLASS -- It Looks The Same… And It Isn't -- Finding Meaningful Work -- Playing Around with PowerPoint -- DEVELOPING A NEW APPROACH -- New Performances -- Emotions, Relationships, Responsibilities -- Director -- Practice -- Groups and How I met Lev Vygotsky -- PERFORMING TEACHING -- Stage, Setting and Audience -- Yes and -- Performing and Technology Integration as Creating Change -- LET'S PAUSE HERE -- HIGHLIGHTS -- QUESTIONS FOR DISCUSSION -- CHAPTER 2: A HISTORY OF LEARNING IN AND OUT OF SCHOOL -- Elementary Improv -- New York Puerto Ricans -- New York City Boy -- Education in New York City -- Religious Instruction -- Community of Practice -- Marital Arts Practice -- The Purpose of Education -- Learning on Wall Street -- All Stars Project -- A Teaching Fellow -- Walls Without a University -- THE SEARCH FOR METHOD -- HIGHLIGHTS -- QUESTIONS FOR DISCUSSION -- CHAPTER 3: THE "PROBLEM" IN EDUCATION -- What a Good Learning Environment Looks Like -- Ms. Rosario's Technology Integrated Classroom -- Seeing Students Differently Through Video -- Seeing Through the Lens of a Test -- RESISTANCE IS...A PROBLEM -- Vanishing of Problems - A Philosophical Digression -- Playing with Ms. Rosario's Litany -- The Setting -- HIGHLIGHTS -- QUESTIONS FOR DISCUSSION -- CHAPTER 4: ORGANIZING THE LEARNING ENVIRONMENT -- A Technology Teacher in the 12:1 Classroom -- Offers -- E-mail as a Back Channel -- The Behavior Problem -- BUILDING THE GROUP -- HOW WE FELT ABOUT IT -- Being Accepting -- What was Learned -- Loss / Found on Facebook -- HIGHLIGHTS -- QUESTIONS FOR DISCUSSION -- NOTES -- CHAPTER 5: TECHNOLOGY RICH LEARNING ENVIRONMENTS.