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From classroom to workplace: Becoming a social worker
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From classroom to workplace: Becoming a social worker (2011)From classroom to workplace: Becoming a s…Awareness of Self—A Critical Tool (2009)Awareness of Self—A Critical …SERVICE LEARNING IN SOCIAL WORK EDUCATION: THE STATE OF KNOWLEDGE, PEDAGOGICAL PRACTICALITIES, AND PRACTICE CONUNDRUMS (2007)SERVICE LEARNING IN SOCIAL WO…Exploring social constructivism: theories and practicalities (2006)Exploring social constructivi…ACHIEVEMENT MOTIVATION AND OUTCOME IN SOCIAL WORK FIELD EDUCATION (2005)ACHIEVEMENT MOTIVATION AND OU…What Do We Know about the Professional Socialization of Our Students? (2004)What Do We Know about the Pro…Vygotsky and pedagogy (2002)Vygotsky and pedagogySocial Work Skills: A Practice Handbook (2001)Social Work Skills: A Practic…Educational Policy and Accreditation Standards (2001)Educational Policy and Accred…A Vision of Vygotsky (2001)A Vision of VygotskyThe Future of Social Work in the United States (2000)The Future of Social Work in …Reflexivity and the development of process knowledge in social work: a classification and empirical study (2000)Reflexivity and the developme…Creating and Sustaining the Constructivist Classroom (1997)Creating and Sustaining the C…Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology (1991)Vygotsky and Education: Instr…Designing qualitative research (1989)Designing qualitative researchPiaget's theory of cognitive and affective development (1984)Piaget's theory of cognitive …Mind in society: The development of higher psychological processes. L. S. Vygotsky. (1978)Mind in society: The developm…Thought and language (1962)Mind in Society: The Development of Higher Psychological Processes (1978)Emotional Intelligence: Why It Can Matter More Than IQ (1995)Problem-based learning (PBL): Getting the most out of your students – Their roles and responsibilities: AMEE Guide No. 84 (2013)Facilitating critical thinking in decision making-based professional training: An online interactive peer-review approach in a flipped learning context (2021)Educational technology: Exploring the convergence of technology and pedagogy through mobility, interactivity, AI, and learning tools (2023)Educating the reflective practitioner (1987)Basics of Qualitative Research: Grounded Theory Procedures and Techniques. (1992)Social Work, Social Science and Practice Wisdom (1995)Rethinking Professional Practice: The contributions of Social Constructionism and the Feminist 'Ethics of Care' (2003)Reflexivity, its Meanings and Relevance for Social Work: A Critical Review of the Literature (2005)Revisiting the Knowledge Base of Social Work: A Framework for Practice (2007)The System of Professions (1988)The System of Professions: An Essay on the Division of Expert Labor. (1990)Developing Professional Knowledge And Competence (2002)FIELD EDUCATION AS THE SIGNATURE PEDAGOGY OF SOCIAL WORK EDUCATION (2010)Field Education for Clinical Social Work Practice: Best Practices and Contemporary Challenges (2015)The strengths perspective in social work practice (2023)The Structure of Scientific Revolutions (1963)Situated Learning: Legitimate Peripheral Participation. (1994)Standardizing Knowledge in a Multicultural Society (2005)CONSTRUCTIVISM AND EDUCATION: MISUNDERSTANDINGS AND PEDAGOGICAL IMPLICATIONS (2007)Drawing, Visualisation and Young Children’s Exploration of “Big Ideas” (2009)Research on Cooperative Learning and Achievement: What We Know, What We Need to Know (1996)Cooperative Learning and Achievement: Theory and Research (2003)Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation. (2009)Index for Inclusion: Developing Learning and Participation in Schools. (2000)Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers (2002)Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature (2003)Thematic networks: an analytic tool for qualitative research (2001)Strategies for ensuring trustworthiness in qualitative research projects (2004)The qualitative content analysis process (2008)Restructuring the Classroom: Conditions for Productive Small Groups (1994)In search of the essence of a good teacher: towards a more holistic approach in teacher education (2004)Developing a Sociocritical Literacy in the Third Space (2008)Chapter 3: Rethinking Transfer: A Simple Proposal With Multiple Implications (1999)Trends in Peer Learning (2005)Scaffolding in Teacher–Student Interaction: A Decade of Research (2010)The Zone of Proximal Development in Vygotsky's Analysis of Learning and Instruction (2003)Learning Styles and Pedagogy in post-16 learning: a systematic and critical review (2004)“Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory (2007)
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References

  • 1989Designing qualitative research9,932 cited
  • 2001Educational Policy and Accreditation Standards1,501 cited
  • 1978Mind in society: The development of higher psychological processes. L. S. Vygotsky.1,313 cited
  • 1991Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology1,056 cited
  • 2002Vygotsky and pedagogy733 cited
  • 1984Piaget's theory of cognitive and affective development386 cited
  • 2006Exploring social constructivism: theories and practicalities376 cited
  • 1997Creating and Sustaining the Constructivist Classroom324 cited
  • 2000Reflexivity and the development of process knowledge in social work: a classification and empirical study164 cited
  • 2001A Vision of Vygotsky162 cited
  • 2009Awareness of Self—A Critical Tool156 cited
  • 2001Social Work Skills: A Practice Handbook155 cited
  • 2007SERVICE LEARNING IN SOCIAL WORK EDUCATION: THE STATE OF KNOWLEDGE, PEDAGOGICAL PRACTICALITIES, AND PRACTICE CONUNDRUMS138 cited
  • 2000The Future of Social Work in the United States134 cited
  • 2004What Do We Know about the Professional Socialization of Our Students?132 cited

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ACHIEVEMENT MOTIVATION AND OUTCOME IN SOCIAL WORK FIELD EDUCATION
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