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Abstract
Making research teaching more relevant to practice and developing competency-based field criteria are recent concerns in social work education. This study investigated effects of using practicum contracts (including performance criteria) to illustrate self-evaluation and general research concepts in a required research course. All students were required to submit practicum proposals. Three groups were compared: (1) students with a research course emphasizing practicum contracts, (2) students with no research background and no formal instruction in contract writing, and (3) students with previous research background but no formal instruction in contract writing. There were no differences among the groups in quality of actual practicum contracts submitted. Among students who took the research course, there was no relationship between course performance measures and quality of practicum contract.