DIFFERENCES OF TEACHERS', FIELD INSTRUCTORS', AND STUDENTS' VIEWS ON JOB ANALYSIS OF SOCIAL WORK STUDENTS

References

• Abram, F. Y., Hartung, M. R., & Wernet, S. P. (2000). The non-MSW task supervisor, MSW field instructor and the practicum student: A triad for high quality field education. Journal of Teaching in Social Work, 20(1/2), 171–185.
   Google Scholar
• Algera, J. A., & Greuter, M. A. M. (1998). Job analysis. In P. J. D. Drenth, H. Thierry, & C. J. D. Wolff (Eds.), Handbook of work and organizational psychology (2nd ed., vol. 3, pp. 1412–1164). Hove, East Sussex: Psychology Press.
   Google Scholar
• Ben-Oz, M., & Gor, R. (Eds.). (1996). Field instruction book. Haifa, Israel: Haifa University (Hebrew).
   Google Scholar
• Bogo, M., & Vayda, E. (1987). The practice of field instruction in social work: Theory and practice. Toronto, Canada: University of Toronto Press.
   Google Scholar
• Cavazos, A. (1996). Measuring BSW student learning in field instruction. Journal of Social Work Education, 32, 389–398.
   Google Scholar
• Cohen, J., & Cohen, B. (1998). Graduating social work students' communication competencies and motivations: Their effects on satisfaction with social work. International Social Work, 41, 357–370.
   Google Scholar
• Cuzzi, L., Holden, G., Chernack, P., Rutter, S., & Rosenberg, G. (1997). Evaluating social work field instruction: Rotations versus year-long placements. Research on Social Work Practice, 7, 402–414.
   Google Scholar
• Eisikovits, A. R. (1989). Becoming a social worker: Applying the culture acquisition concept to a professional context. In P. M. Anne, A. R. Eisikovits, & M. L. Dobbert (Eds.), Culture acquisition: A holistic approach to human learning (pp. 185–196). New York: Praeger.
   Google Scholar
• Euster, G. L. (1999). Gerontology field education experiences of graduate social work and gerontology certificate students. Journal of Gerontological Social Work, 31(3/4), 29–47.
   Google Scholar
• Fernandez, E. (1998). Student perceptions of satisfaction with practicum learning. Social Work Education, 17, 173–201.
   Google Scholar
• Fine, S. A., & Wiley, W. W. (1971). An introduction to functional job analysis. Kalamazoo, MI: W. E. UpJohn Institute for Employment Research.
   Google Scholar
• Fortune, A. E., & Abramson, J. S. (1993). Predictors of satisfaction with field practicum among social work students. Clinical Supervisor, 11(1), 95–110.
   Google Scholar
• Fortune, A. E., Feathers, S. R. R., Scrimenti, R. M., Smollen, P., Stemerman, B., & Tucker, E. L. (1985). Students' satisfaction with field placement. Journal of Social Work Education, 23, 92–104.
   Google Scholar
• Fortune, A. E., McCarthy, M., & Abramson, J. S. (2001). Student learning processes in field education: Relationship of learning activities to quality of field instruction, satisfaction, and performance among MSW students. Journal of Social Work Education, 37, 111–124.
   Google Scholar
• Gar, M., Marnes, G., & Ganshovsky, M. (1995). Field instruction. Jerusalem, Israel: The Hebrew University (Hebrew).
   Google Scholar
• Harvey, R. J., & Wilson, M. A. (2000). Yes Virginia, there is an objective reality in job analysis. Journal of Organizational Behavior, 21, 829–854.
   Google Scholar
• Henderson, C. E., Stringer Cawyer, C., & Watkins, C. E. (1999). A comparison of student and supervisor perceptions of effective practicum supervision. The Clinical Supervisor, 18(1), 47–74.
   Google Scholar
• Itzhaky, H., & Eliahu, A. (1999). Do students reflect their instructors? The relationship between supervisory and learning styles in social work field instruction. The Clinical Supervisor, 18(1), 75–83.
   Google Scholar
• Johnson, J. W. (2000). Factor analysis of importance ratings in job analysis: Note on the misinterpretation of Cranny and Doherty (1988). Organizational Research Methods, 3, 267–284.
   Google Scholar
• Klieman, R. S., Quinn, J. A., & Harris, K. L. (2000). The influence of employee-supervisor interactions upon job breadth. Journal of Managerial Psychology, 15, 587–605.
   Google Scholar
• Knight, C. (1997). A study of MSW and BSW students' involvement with group work in the field practicum. Social Work With Groups, 20(2), 31–49.
   Google Scholar
• Knight, C. (2000). Engaging the student in the field instruction relationship: BSW and MSW students' views. Journal of Teaching in Social Work, 20(3/4), 173–201.
   Google Scholar
• Knight, C. (2001). The skills of teaching social wok practice in the generalist/foundation curriculum: BSW and MSW student view. Journal of Social Work Education, 37, 507–521.
   Google Scholar
• Lazar, A., & Eisikovits, Z. (1997). Social work students' preferences regarding supervisory styles and supervisor's behavior. The Clinical Supervisor, 16(1), 25–37.
   Google Scholar
• Maidment, J. (2000). Methods used to teach social work students in the field: A research report from New Zealand. Social Work Education, 19(2), 145–154.
   Google Scholar
• Moshe, M., & Scoop, T. (Eds.) (1996). Field instruction book. Beer-Sheva, Israel: Ben Gurion University of the Negev (Hebrew).
   Google Scholar
• Neugeboren, B. (1988). Field practica in social work administration: Tasks, auspice, selection criteria and outcomes. Journal of Social Work Education, 24, 151–158.
   Google Scholar
• Ramsey, P. C. (1989). Practice orientation of students in field instruction. The Clinical Supervisor, 6(3/4), 137-160.
   Google Scholar
• Raskin, M. S. (1989). Empirical studies in field instruction (pp. 1–8). New York: Haworth Press.
   Google Scholar
• Raymond, G. T., Teare, J. R., & Atherton, C. R. (1996a). Is "field of practice" a relevant organizing principle for the MSW curriculum? Journal Social Work Education, 32, 18–30.
   Google Scholar
• Raymond, G. T., Teare, J. R., & Atherton, C. R. (1996b). Do management tasks differ by field of practice? Administration in Social Work, 20(1), 17–30.
   Google Scholar
• Reisch, M., & Jarman-Rohde, L.(2000). The future of social work in the United States: Implications for field education. Journal of Social Work Education, 36, 201–214.
   Google Scholar
• Sanchez, J. I., & Levine, E. L. (2000). Accuracy or consequential validity: Which is the better standard for job analysis data? Journal of Organizational Behavior, 21, 809–818.
   Google Scholar
• Schechter, Y., & Tevet, T. (Eds.) (1998). Field instruction book. Tel Aviv, Israel: Tel Aviv University (Hebrew).
   Google Scholar
• Schneck, D., Grossman, B., & Glassman, U. (Eds.) (1991). Field education in social work, contemporary issues and trends. Dubuque, IA: Kendall/Hunt.
   Google Scholar
• Schwaber, K. T. (1994). Introduction: Field instruction in social work settings: A framework for teaching. The Clinical Supervisor, 12(1), 1–31.
   Google Scholar
• Shardlow, S., & Doel, M. (1996). Practice learning and teaching. London: Macmillan.
   Google Scholar
• Sherer, M. (1986a). Diffusion of roles: An analysis of social work practice. Administration in Social Work, 10(1), 55–66.
   Google Scholar
• Sherer, M. (1986b). Job analysis of paraprofessional practice in Israel. Administration in Social Work, 10(4), 65–80.
   Google Scholar
• Sherer, M. (1995). Division of work among mental health professionals in Israel. Administration and Policy in Mental Health, 22, 447–457.
   Google Scholar
• Shwartz, H. (1997). Field instruction book. Ramat-Gan, Israel: Bar Ilan University (Hebrew).
   Google Scholar
• Spiro, E. S. (2001). Social work education in Israel: Trends and issues. Social Work Education, 20(1), 89–99.
   Google Scholar
• Spiro, E. S., Sherer, M., Korin-Langer, N., & Weiss, I. (1998). The professionalization of Israeli social work. In F. M. Loewenberg (Ed.), Meeting the challenges of a changing society (pp. 29–50). Jerusalem: Council of Schools of Social Work in Israel.
   Google Scholar
• Teare, R. J. (1981). Social work practice in a public welfare setting. New York: Praeger.
   Google Scholar
• Teare, R. J. (1983). ACSW study for the national association of social workers. Unpublished manuscript.
   Google Scholar
• Teare, R. J. (1987). National survey of occupational social workers. Silver Spring, MD: National Association of Social Workers.
   Google Scholar
• Teare, R. J., & Sheafor, B., W. (1995). Practice-sensitive social work education: An empirical analysis of social work practice and practitioners. Alexandria, VA: Council on Social Work Education.
   Google Scholar
• Tolson, E. R., & Kopp, J. (1988). The practicum: Clients, problems, interventions and influences on student practice. Journal of Social Work Education, 2, 123–134.
   Google Scholar
• Vayda, E., & Bogo, M. (1991). A teaching model to unite classroom and field. Journal of Social Work Education, 27, 271–278.
   Google Scholar
• Zastrow, C. (1994). The practice of social work (5th ed.). Pacific Grove, CA: Brooks/Cole.
   Google Scholar