565
Views
3
CrossRef citations to date
0
Altmetric
Articles

Social work learning spaces: the Social Work Studio

&
Pages 395-408 | Received 26 Mar 2014, Accepted 29 Jan 2015, Published online: 29 Sep 2015

References

  • Agllias, K.B. (2010). Student to practitioner: A study of preparedness for social work practice. Australian Social Work, 63(3), 345–360. doi: 10.1080/0312407X.2010.498522
  • Australian Association of Social Workers. (2012). AASW code of ethics. Canberra: Australian Association of Social Workers.
  • Barnett, R., & Coate, K. (2005). Engaging the curriculum in higher education. Berkshire: Open University Press.
  • Biggs, J. (2012). What the student does: Teaching for enhanced learning. Higher Education Research & Development, 31(1), 39–55. doi: 10.1080/07294360.2012.642839
  • Bloom, B.S. (Ed.). (1956). Taxonomy of educational objectives, the classification of educational goals – handbook I: Cognitive domain. New York: McKay.
  • Campbell, A. (2012). Enhancing student engagement through practice experience in social work education: The Social Work Studio. Higher Education Research & Development, 31(6), 773–784. doi: 10.1080/07294360.2012.670211
  • Coates, H. (2005). The value of student engagement for higher education quality assurance. Quality in Higher Education, 11(1), 25–36. doi: 10.1080/13538320500074915
  • Coates, H. (2010). Defining and monitoring academic standards in Australian higher education. Higher Education Management and Policy, 22(1), 1–17. doi: 10.1787/hemp-v22-art2-en
  • Cooper, L. (2007). Backing Australia's future: Teaching and learning in social work. Australian Social Work, 60(1), 94–106. doi: 10.1080/03124070601166745
  • Cox, A., Herrick, T., & Keating, P. (2012). Accommodations: Staff identity and university space. Teaching in Higher Education, 17(6), 697–709. doi: 10.1080/13562517.2012.658554
  • Creswell, J. (2003). Research design. Thousand Oaks, CA: SAGE.
  • Deci, E., & Ryan, R. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11(4), 227–268. doi: 10.1207/S15327965PLI1104_01
  • Devlin, M., Brockett, J., & Nichols, S. (2009). Focusing on university student engagement at the institutional level. Journal of Higher Education Policy and Management, 31(2), 109–119. doi: 10.1080/13600800902825827
  • Ezzy, D. (2002). Qualitative analysis. Crows Nest, NSW: Allen & Unwin.
  • Fazey, D., & Fazey, J. (2001). The potential for autonomy in learning: Perceptions of competence, motivation and locus of control in first-year undergraduate students. Studies in Higher Education, 26(3), 345–361. doi: 10.1080/03075070120076309
  • Fredricks, J.A., Blumenfeld, P.C., & Paris, A.H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. doi: 10.3102/00346543074001059
  • Harper, S.R., & Quaye, S.J. (Eds.). (2009). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. New York: Routledge.
  • Heath, P. (2000). Education as citizenship: Appropriating a new social space. Higher Education Research & Development, 19(1), 43–57. doi: 10.1080/07294360050020462
  • Hsieh, H.F., & Shannon, S.E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(19), 1277–1288. doi: 10.1177/1049732305276687
  • Jessop, T., Gubby, L., & Smith, A. (2012). Space frontiers for new pedagogies: A tale of constraints and possibilities. Studies in Higher Education, 37(2), 189–202. doi: 10.1080/03075079.2010.503270
  • Kolb, A., & Kolb, D. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193–212. doi: 10.5465/AMLE.2005.17268566
  • Kornberger, M., & Clegg, S. (2003). The architecture of complexity. Culture and Organization, 9(2), 75–91. doi: 10.1080/14759550302804
  • Kuh, G.D. (2009). The national survey of student engagement: Conceptual and empirical foundations. New Directions for Institutional Research, 14(1), 5–20. doi: 10.1002/ir.283
  • Lefebvre, H. (1991). The production of space. Oxford: Blackwell.
  • Liu, N.F., & Carless, D. (2006). Peer feedback: The learning element of peer assessment. Teaching in Higher Education, 11(3), 279–290. doi: 10.1080/13562510600680582
  • Mackay, T., & Zufferey, C. (2014). ‘A who doing a what?’ Identity, practice and social work education. Journal of Social Work. Published online before print September 25, 2014. doi:10.1177/1468017314549537
  • McCormack, J. (2001). How many social workers now? A review of census and other data. Australian Social Work, 54(3), 63–72. doi: 10.1080/03124070108414333
  • Neuman, L. (2006). Social research methods. Boston: Pearson Education.
  • Oblinger, D. (Ed.). (2006). Learning spaces. Retrieved September 20, 2012, from www.educause.edu/learningspaces
  • Taber, K.S. (2011). Constructivism as educational theory: Contingency in learning, and optimally guided instructions. In J. Hassaskhah (Ed.), Educational theory (pp. 39–61). New York: Nova Science.
  • Trowler, V. (2010). Student engagement: Literature review. Lancaster: The Higher Education Academy, Lancaster University.
  • Trowler, V., & Trowler, P. (2010). Student engagement: Evidence summary. Lancaster: The Higher Education Academy, Lancaster University.
  • Wache, D., & Zufferey, C. (2013). Connecting with students from new and emerging communities in social work education. Advances in Social Work and Welfare Education, 15(1), 71–90.
  • Wimpenny, K., & Savin-Baden, M. (2013). Alienation, agency and authenticity: A synthesis of the literature on student engagement. Teaching in Higher Education, 18(3), 311–326. doi: 10.1080/13562517.2012.725223
  • Zepke, N., & Leach, L. (2010). Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11(3), 167–177. doi: 10.1177/1469787410379680
  • Zufferey, C., & Wache, D. (2012). Connecting with the African-student Diaspora in Australian higher education. In N. Brown, S.M. Jones, & A. Adam (Eds.), Research and development in higher education: Connections in higher education (Vol. 35, pp. 363–373). Refereed Conference Paper from the 35th HERDSA Annual International Conference, Hobart. Milperra, NSW: HERDSA.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.