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Abstract
A study of teaching methods for the first graduate course in social work research is reported in this paper. Three approaches involving different levels of student responsibility were compared in terms of their ability to increase the critical assessment abilities of students, their attitudes toward research and the course, and their assessments of the instructor. It was found that the differing methods had effects on all the variables except that concerning students' attitudes toward research. Considering the variables here under study, a lecture/student presentation approach was judged most productive of the three methods of instruction