The Implicit Curriculum in an Urban University Setting: Pathways to Students' Empowerment

Autor/inn/en	Peterson, N. Andrew; Farmer, Antoinette Y.; Zippay, Allison
Titel	The Implicit Curriculum in an Urban University Setting: Pathways to Students' Empowerment
Quelle	In: Journal of Social Work Education, 50 (2014) 4, S.630-647 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
Schlagwörter	Social Work; Educational Environment; Curriculum Design; Urban Universities; Student Empowerment; Accreditation (Institutions); Professional Training; Professional Education; Student Surveys; Student Attitudes; Measures (Individuals); Predictor Variables; Likert Scales; Reliability; Factor Analysis; Graduate Students + Suchen Sie Ihr Suchwort? Soziale Arbeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrplangestaltung; Studienberechtigung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Berufliche Fachbildung; Berufliche Fortbildung; Berufsausbildung; Schülerbefragung; Schülerverhalten; Messdaten; Prädiktor; Likert-Skala; Reliabilität; Faktorenanalyse; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Professional schools are developing conceptual frameworks that can be used to assess and improve implicit curricula. Students' professional empowerment, defined to include perceived professional competence and identity, may be considered a vital outcome of these efforts. Our study evaluated measures and tested a path model that included perceptions of characteristics of implicit curricula (i.e., faculty and staff diversity, supportive faculty, opportunity role structure, and access to information) and mediating variables (i.e., participation, sense of community, and feeling valued by the school) as predictors of professional empowerment. Respondents were students (N = 423) of a school of social work in the northeast. Results supported the validity of the scales and fit of the hypothesized model. Implications and directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10