Rural Responsiveness in Social Work Education.

Autor/inn/en	Granger, Ben P.; Nooe, Roger M.
Titel	Rural Responsiveness in Social Work Education.
Quelle	(1981), (20 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Access to Education; Curriculum Development; Delivery Systems; Educational Innovation; Educational Needs; Extension Education; Field Experience Programs; Flexible Scheduling; Graduate Study; Higher Education; Library Services; Models; Professional Education; Relevance (Education); Rural Environment; Rural Population; Social Work; Social Workers + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Auslieferung; Instructional innovation; Bildungsinnovation; Educational need; Bildungsbedarf; Erweitertes Bildungsangebot; Praxisnahes Lernen; Flexible working hours; Flexible Arbeitszeit; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bibliotheksarbeit; Analogiemodell; Berufsausbildung; Relevance; Relevanz; Ländliches Milieu; Landbevölkerung; Soziale Arbeit; Case workers; Sozialarbeiter; Sozialarbeiterin
Abstract	Necessary changes or modifications that need to occur in social work education in order to facilitate both access to graduate study and relevance to rural characteristics and considerations are presented. Approaches that Schools of Social Work have taken in making their graduate programs more accessible are discussed. Among the issues raised are developing a curriculum plan, using local field resources, building in rural content, and ensuring adequate library resources. It is concluded that although there is no one "ideal model" available, there are a number of important factors that need to be considered in making curriculum and program modifications, e.g., an agreed upon educational plan, the availability of field practice away from the work setting but within the rural context, release time, arrangements to ensure richness and diversity of courses for specialization and concentration, and adequate library resources and experiences. (Author/BRR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01