References
- Abbott, E. (1931). Social welfare and professional education. Chicago: University of Chicago Press.
- Adams, M., & Love, B. (2005). Teaching with a social justice perspective: A model for faculty seminars across academic disciplines. In M. L. Ouellett (Ed.), Teaching inclusively: Resources for course, department & institutional change in higher education (pp. 586–619). Stillwater, OK: New Forums Press.
- Anastas, J. W. (2010). Teaching in social work: An educator’s guide to theory and practice. New York, NY: Columbia University Press.
- Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27(6), 12–25.
- Bell, L. A., & Griffin, P. (2007). Designing social justice education courses. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching for diversity and social justice (2nd ed., pp. 67–88). New York, NY: Routledge.
- Bishop-Clark, C., & Dietz-Uhler, B. (2012). Engaging in the scholarship of teaching and learning: A guide to the process, and how to develop a project from start to finish. Sterling, VA: Stylus.
- Bogo, M., & Vayda, E. (1989). Developing a process model for field instruction. Canadian Social Work Review, 6, 224–232.
- Brookfield, S. D. (1990). The skillful teacher: On technique, trust, and responsiveness in the classroom. San Francisco, CA: Jossey-Bass.
- Brookfield, S. D. (2018). Becoming a critically reflective teacher (2nd ed.). San Francisco, CA: Jossey-Bass.
- Burgstahler, S., & Cory, R. (2008). Moving in from the margins: From accommodation to universal design. In S. Gabel & S. Danforth (Eds.), Handbook of disability studies and education (pp. 561–581). New York, NY: Lang.
- Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: SAGE.
- Charmaz, K. (2014). Constructing grounded theory: A practical guide through qualitative analysis (2nd ed.). Thousand Oaks, CA: SAGE.
- Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as lever. American Association for Higher Education Bulletin, 49(2), 3–6.
- Council for Social Work. (2017). 2017 annual statistics on social work education in the united states: Summary of the cswe annual survey of social work programs. Alexandria, VA: Author.
- Council for Social Work Education. (2008). Educational policy and accreditation standards. Alexandria, VA: Author.
- Council for Social Work Education. (2015). Educational policy and accreditation standards for Baccalaureate and Master’s social work programs. Alexandria, VA: Author.
- Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: SAGE.
- Dore, M. (1993). The practice teaching parallel in educating the micro-practitioner. Journal of Social Work Education, 29, 181–190.
- Dunlap, K. (1993). A history of research in social work education. Journal of Social Work Education, 29(3), 293–301.
- Fleck-Henderson, A. (2002). The modern student and the post-modern curriculum. Journal of Teaching in Social Work, 22(1), 3–15.
- Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Seabury Press.
- Gitterman, A. (2004). Interactive andragogy: Principles, methods, and skills. Journal of Teaching in Social Work, 24(3/4), 95–112.
- Grise-Owens, E., Owens, L. W., & Miller, J. J. (2015). Conceptualizing the scholarship of teaching and learning for social work education. Journal of Social Work Education, 52(1), 6–17.
- Group for the Advancement of Doctoral Education. (2013). Quality Guidelines for PhD programs in social work. Retrieved from http://www.gadephd.org/Portals/0/docs/GADE%20quality%20guidelines%20approved%204%2006%202013%20(2).pdf?ver=2013-06-27-221225-117
- Hendricks, C. O. (2003). Learning and teaching cultural competence in the practice of social work. Journal of Teaching in Social Work, 23(1/2), 73–86.
- Jackson, B. W. (1988). A model for teaching diversity. Unpublished paper from faculty and teaching assistant development workshop. University of Massachusetts Amherst, Amherst, MA.
- Kemp, S. P. (1998). Should two years of practice experience be essential in order to teach required practice courses? YES!. Journal of Social Work Education, 34(3), 329–344.
- Knowles, M. S. (1970). The modern practice of adult education: Andragogy versus pedagogy. New York: Association Press.
- Marchesani, L., & Adams, M. (1992). Dynamics of diversity in the teaching-learning process: A model for analysis. New Directions for Teaching and Learning, 52, 9–20.
- McKinney, K. (2007). Enhancing learning through the scholarship of teaching and learning: The challenges and joys of juggling. San Francisco, CA: Jossey-Bass.
- Memmott, J., & Brennan, E. M. (1998). Learner-learning environment fit: An adult learning model for social work education. Journal of Teaching in Social Work, 16(1/2), 75–98.
- Morey, A. I., & Kitano, M. K. (1997). Multicultural course transformation in higher education: A broader truth. Boston, MA: Allyn & Bacon.
- Ouellett, M. L. (2010). Overview of faculty development: History and choices. In K. J. Gillespie, D. L. Robertson, & W. H. Bergquist (Eds.), A guide to faculty development (2nd ed., pp. 3–20). San Francisco, CA: Wiley.
- Reynolds, B. C. (1942). Learning and teaching in the practice of social work. New York, NY: Russell & Russell.
- Richmond, M. (1917). Social diagnosis. New York: Russell Sage Foundation.
- Saari, C. (1989). The process of learning in clinical social work. Smith College Studies in Social Work, 60(1), 35–49.
- Schriver, J. M. (2004). The role of HBSE in developing multicultural theory for culturally competent practice. In L. Gutierrez, M. Zuniga, & D. Lum (Eds.), Education for multicultural social work practice: Critical viewpoints and future directions (pp. 77–90). Alexandria, VA: Council on Social Work Education.
- Shoemaker, L. M. (1998). Early conflicts in social work education. Social Service Review, 72(2), 182–191.
- Somers, M. L. (1969). Contributions of learning and teaching theories to the explication of the role of the teacher in social work education. Journal for Education for Social Work, 5(2), 61–73.
- Sorcinelli, M. D., Austin, A. E., Eddy, P. L., & Beach, A. L. (2006). Creating the future of faculty development: Learning from the past, understanding the present. Boston, MA: Anker.
- Strauss, A., & Corbin, J. (1994). Grounded theory methodology: An overview. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 273–285). Thousand Oaks, CA: Sage Publications, Inc.
- Valentine, D. P., Edwards, S., Gohagan, D., Huff, M., Pereira, A., & Wilson, P. (1998). Preparing social work doctoral students for teaching: Report of a survey. Journal of Social Work Education, 34, 273–282.
- Werder, C., & Otis, M. (Eds.). (2010). Engaging student voices in the study of teaching and learning. Sterling, VA: Stylus.