Undergraduate Social Work Students’ Perceptions of a Team-Based Learning Approach to Exploring Adult Development     

Karen Watkins  Terri Lewinson  Brittany Garner  Larance D. Carter  Lindsay Greenwald 《Journal of Teaching in Social Work》2018,38(2):214-234

ABSTRACT

Social work educators are challenged to adopt innovative instructional methods and pedagogies to prepare students to meet the contemporary needs of diverse client populations. A team-based learning (TBL) approach is a pedagogical strategy that utilizes cooperative and collaborative learning principles to inspire academic, professional, and interpersonal growth for students. This study explores perspectives of 93 undergraduate social work students regarding the benefits and challenges of using a TBL approach to research adult development. Despite identifying several benefits of this method, including in-depth learning and enhanced relationships, students also experienced significant challenges to working in teams.  相似文献   

Kirkpatrick plus: Evaluation and continuous improvement with a community focus     

Ryan Watkins  Doug Leigh  Rob Foshay  Roger Kaufman 《Educational technology research and development : ETR & D》1998,46(4):90-96

For almost 40 years, Donald Kirkpatrick's framework for evaluation has been used as a basic model for the identification and targeting of training-specific interventions in business, government, military, and industry alike. By approaching evaluation from four different perspectives—reaction, learning, behavior, and results—the model has provided a solid basis for the examination of training's impact on the organization. Despite the current practice of measuring one's success according to the success of one's clients, proposed changes in the model have not been frequently adopted. It is therefore likely time for professionals to reevaluate the utility and responsiveness of the Kirk-patrick framework to meet the value-added requirements of today's organizations. This article identifies tools and concepts for being responsive to the new organizational realities not originally addressed by the Kirkpatrick model.  相似文献   

From silos to solutions: How one district is building a culture of collaboration and learning between school principals and central office leaders     

Angela King Smith  Karen E. Watkins  Seung-Hyun Han 《European Journal of Education》2020,55(1):58-75

Large urban school districts often struggle with hierarchy, fragmented processes and cultures whereby organisational silos between school and central office staff serve as a major barrier for reaching the desired strategic goals of improving student achievement. In addition, school district staff are undergoing change requiring leaders and staff in these organisations to adapt and build their capacity to support changing demands. However, little attention is paid to how to build the necessary systems and learning environments to support capacity building and leader development. This article reports on an action research study using mixed methods that reveal how central office leaders and school principals break down organisational silos to build a culture of learning using learning organisation principles. Using the Dimensions of the Learning Organization Questionnaire (DLOQ) short form, participants completed questions related to the school district's capacity for learning. Data from the survey and interviews outline key findings that illustrate how the learning organisation framework served as a model to create the organisational conditions and culture to enable support and cooperation for learning, capacity, change and improvement to occur. This action research case study is a look at one organisation's approach to addressing a gap in learning organisation research in the area of learning organisation interventions. In addition, it extends current research on schools as learning organisations with an example of data-informed change in one large school district in the southern United States.  相似文献   

Costs-consequences analysis: A primer     

Mark Muir  Ryan Watkins  Roger Kaufman  Doug Leigh 《Performance Improvement》1998,37(4):8-48

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The effects of opposition and gender on knee kinematics and ground reaction force during landing from volleyball block jumps   总被引：1，自引：0，他引：1  

Hughes G  Watkins J  Owen N 《Research quarterly for exercise and sport》2010,81(4):384-391

The aim of this study was to examine the effect of opposition and gender on knee kinematics and ground reaction force during landing from a volleyball block jump. Six female and six male university volleyball players performed two landing tasks: (a) an unopposed and (b) an opposed volleyball block jump and landing. A 12-camera motion analysis system (120 Hz) was used to record knee kinematics, and a force platform (600 Hz) was used to record ground reaction force during landing. The results showed a significant effect for level of opposition in peak normalized ground reaction force (p = .04), knee flexion at ground contact (p = .003), maximum knee flexion (p = .001), and knee flexion range of motion (p = .003). There was a significant effect for gender in maximum knee flexion (p = .01), knee flexion range of motion (p = .001), maximum knee valgus angle (p = .001), and knee valgus range of motion (p = .001). The changes in landing biomechanics as a result of opposition suggest future research on landing mechanics should examine opposed exercises, because opposition may significantly alter neuromuscular responses.  相似文献   

An update on relating needs assessment and needs analysis     

Ryan Watkins  Roger Kaufman 《Performance Improvement》1996,35(10):10-13

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Finding Time: temporal considerations in the operation of school committees     

Peter Watkins 《British Journal of Sociology of Education》1993,14(2):131-146

This paper details data obtained from research into the setting up of representative committees in state schools in Victoria, Australia. The aim of the research was focused on how successfully these new administrative structures were operating. However, during the conduct of the research project and when analysing the data later, it became obvious that temporal factors were a major consideration in the minds of the great majority of teachers. The research suggests that there may be inherent contradictions in trying to impose the time/space administrative structure of a representative committee system on top of the traditional, time‐tabled, clock‐regulated structuring of teachers work.  相似文献   

Student Perceptions of Factors Influencing Tertiary Learning     

David Watkins 《高等教育研究与发展》1984,3(1):33-50

An interview study about perception of factors involved in tertiary learning of 60 second year students at the Australian National University is reported. Factors which encourage deep rather than surface level processing are highlighted as are problems of transition from school to tertiary learning. An unexpected outcome was that students’ responses to probing about the nature of the differences between school and tertiary learning provided evidence of qualitative differences between the way students utilising deep or surface level processing conceive the process of learning itself. This finding has implications both for those attempting to change these students’ approach to learning and for the selection of research methods appropriate for this area.  相似文献   

Differences in taste-potentiated odor aversions with O+/OT+ versus OT+/O+ conditioning: Implications for configural associations     

Batson JD  Watkins JH  Doyle K  Batsell WR 《Learning & behavior》2008,36(4):267-278

The present research demonstrates a conditioning order effect difference: Odor-aversion conditioning is stronger following OT+/O+ conditioning than following O+/OT+ conditioning with specific odor (O) and taste (T) cues. When a weak odor cue was used in Experiments 1A and 1B, OT+/O+ conditioning produced significantly stronger odor aversions than did either O+/OT+ or O+/O+ conditioning, which did not differ. The same design was used in Experiment 2 with a strong odor, but the order effect difference was not replicated, suggesting that the order effect difference is specific to conditions that produce taste-potentiated odor aversions. The interpretation that O+/OT+ conditioning is weaker because of the absence of a taste-odor within-compound association was not supported in Experiments 3 and 4. Notably, using stimuli that supported potentiation in earlier experiments, in Experiment 4, we found evidence of a taste-odor within-compound association in the absence of potentiation. These results confirm that previous theories of potentiation (within-compound association model, sensory-and-gate channeling model) are not sufficient to produce potentiation. Instead, these results are interpreted in terms of taste-odor configural associations.  相似文献   

Factors influencing the study methods of Australian tertiary students   总被引：4，自引：0，他引：4  

David Watkins 《Higher Education》1982,11(4):369-380

Two studies are reported which examine factors influencing the approach to study of Australian tertiary students from a traditional, psychometric perspective (supported by student comments). Study I, with 199 first year students as subjects, indicates that being interested in the subject, seeking an honours grade, and being assessed by essay rather than multiple choice examinations are factors which independently encourage the student to adopt a deep level approach to study. Student comments suggest that the lecturer's enthusiasm and teaching ability has a significant impact on student interest level. Lack of time for study is another factor seen as leading to a surface level approach. Tertiary study was often seen as requiring a deeper approach and harder work. Comments of mature age entrants showed that in general they had thought more about the learning process and had not wandered into tertiary education like some of the recent school leavers. Study II was a conceptual replication of the work of Ramsden and Entwistle, which appeared in the 1981 volume of the British Journal of Educational Psychology. The responses of 292 senior year students indicated that students adopting a deep level approach to study were more likely to perceive their courses as encouraging independence in both attitudes and approach to learning and as being challenging but not over burdening. These results were discussed in terms of the need for students and lecturers to think more about the learning process itself and the need for more to be done to assist the transition to tertiary learning of recent school leavers.  相似文献