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Education for Practice-Research: Toward a Reorientation
Richard P. Barth
Journal of Education for Social Work
Vol. 17, No. 2 (SPRING 1981), pp. 19-25
Stable URL: http://www.jstor.org/stable/41350574
Page Count: 7
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Social workers are looking for workable yet exact methods to evaluate practice. Intensive single-case experimental designs have been proposed as promising methods for bridging the research-practice chasm. The application of these designs, however, may compromise practice and generate inconclusive research. Additionally, social workers are unlikely to use such designs because of their discontinuity with current practice methods. A continuum of alternative practice evaluation methods is drawn. Rudimentary ideographic designs are described and proposed for inclusion in social work education to stimulate research interest, perspective, and skill.
Journal of Education for Social Work © 1981 Taylor & Francis, Ltd.