The Professional Development of School Social Workers

Author

Ann B. List

Publication Date

2-9-2011

Abstract

The purpose of this study was to examine the characteristics of continuing professional education, professional development, and other growth activities that most heavily influence the practice of school social workers. It was a qualitative study framed by heuristic inquiry using in depth interviews with twenty participants from two western states. A theoretical model emerged based on three components: the context of practice, contextual learning, and practice behaviors. All three components had the same three attributes: prior learning experiences, outside learning experiences, and the personal qualities of practitioners. Two important findings were that when the participants covered only one school and were funded by multiple sources, they were able to conduct more systemically-oriented interventions than would otherwise have been possible.

Degree Name

Organizational Learning and Instructional Technology

Level of Degree

Doctoral

Department Name

Organization, Information & Learning Sciences

First Committee Member (Chair)

Salisbury, Mark

Second Committee Member

Noll, Elizabeth

Third Committee Member

Duran, Cristina

Language

English

Keywords

School social work--United States--Case studies, School social work--Study and teaching (Continuing education), School social work--Evaluation

Document Type

Dissertation

Recommended Citation

List, Ann B.. "The Professional Development of School Social Workers." (2011). https://digitalrepository.unm.edu/oils_etds/19