Teaching Data Analysis to the Data-Averse
A Framework for Educators
Bibliographic Data
| ID | 12781779 |
|---|---|
| Authors | Christa Fouché (0000-0002-1427-9773, University of Auckland, corresponding author), Allen Bartley (0000-0002-2102-3733, University of Auckland) |
| Year | 2016 |
| Volume | 36 |
| Issue | 1 |
| Pages | 70-83 |
| Publication date | 2016-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Teaching in Social Work (JOURNAL) |
| Journal identifiers | ISSN: 1540-7349 • E-ISSN: 0884-1233 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/08841233.2016.1125231 |
| OpenAlex | W2275509122 |
| Language | EN |
| Citations received | 3 |
| References cited | 12 |
It remains a dilemma for social work educators to teach research so that it can be embraced by students as an integral part of social work practice. This article reports on an initiative to design a research course focused on the integration of research with practice. Drawing on developments in data mining and techniques in secondary data analysis, participating social work students gained experience in conducting analyses of existing data. The article presents the rationale for the nature of this teaching model and discusses both the challenges and benefits experienced by students, faculty, and agency-based staff. Access to agency practice data and workforce development, to parallel and support undergraduate competence, is recommended
Agency (philosophy · Competence (human resources · Dilemma · Engineering ethics · Medical education · Pedagogy · Political science · Sociology · Work (physics · Workforce · Data Analysis and Archiving · Engineering · Medicine · Primary Care and Health Outcomes · Psychology · Social Psychology · Social Work
| Citations per year | 0.38 |
|---|---|
| Citation span | 2018 - 2025 (8) |
| Highly cited | No |