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A Guided Review of Top-10 Rated Social Work Education Program Websites: Diversity in the Digital Age
Stango, Gina M. M.; Carter, James R. – SAGE Open, 2017
Increasingly, higher education is a competitive industry, with students considering numerous schools through which to obtain their college degrees. Many prospective students rely on the programs' websites to inform their decisions. The Council on Social Work Education (CSWE) accredits schools of social work based on standards set forth in its…
Descriptors: Social Work, Professional Education, Web Sites, Reputation
Berzoff, Joan; Drisko, James – Journal of Teaching in Social Work, 2015
Social work doctoral programs are not adequately preparing students to educate future clinical practitioners. Social work is predominantly a practice profession. Social work's PhD programs must continue the education of excellent researchers while also educating for excellence in practice, teaching, field liaison, and the supervision of practice.…
Descriptors: Social Work, Doctoral Programs, Clinical Experience, Educational Practices
Raskin, Miriam S.; Wayne, Julianne; Bogo, Marion – Journal of Social Work Education, 2008
This article examines the historical development, rationale, and implementation of selected field education accreditation standards. Those reviewed include the number of required field hours, the role of the field liaison, and employer-based placements. Archival data and field education literature from the Council on Social Work Education…
Descriptors: Educational Objectives, Outcomes of Education, Social Work, Field Experience Programs
Peer reviewedCowan, Barbara; Turner, Francis J. – Journal of Education for Social Work, 1975
This paper describes an educational experiment with the placement of second year students in field settings in the United Kingdom. (Editor/KE)
Descriptors: Clinical Experience, Educational Objectives, Field Experience Programs, Higher Education
Peer reviewedKettner, Peter M. – Journal of Education for Social Work, 1979
The level of specificity of objectives and content in field education programs are described, the structure and function of monitoring and evaluation systems are analyzed, and a framework for modularizing field education content to achieve a high degree of precision in teaching and learning is proposed. (Author/MLW)
Descriptors: Core Curriculum, Curriculum Development, Educational Objectives, Evaluation

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