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Abstract
Preparing social workers to engage in empirically based practice has become a major trend in social work education. This article reports some of the findings from a study of the integration of research and practice in a graduate social work curriculum. Although students' scores on knowledge of research and statistics increased during their first graduate year, their scores on attitudes toward research became less positive. The author discusses possible explanations for this, including sources of response bias and limitations of the idea of empirically based practice.
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Notes on contributors
Deborah H. Siegel
DEBORAH H. SIEGEL is an assistant professor and coordinator of field instruction at the School of Social Work of the University of Missouri-Columbia. This paper was originally presented at the Council on Social Work Education Annual Program Meeting in New York City, March 1982.