Abstract
Although instructors express concerns about social work students writing skills, little research has been conducted. One remedy is a social work-focused writing course. This study assessed a required writing course with a sample of 49 baccalaureate students. From online pre-and posttest surveys, 2 student outcomes improved significantly: self-reported scores for writing self-efficacy and competence in course objectives. On-demand writing samples improved significantly based on anonymous ratings by the course instructors; however, blind ratings found gains but not at a significant level. Improved outcomes were not associated with demographic or background characteristics. We discuss limitations of the study and implications for social work education.
Original language | English (US) |
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Pages (from-to) | 507-524 |
Number of pages | 18 |
Journal | Journal of Social Work Education |
Volume | 50 |
Issue number | 3 |
DOIs | |
State | Published - Jul 3 2014 |
ASJC Scopus subject areas
- Education
- Social Sciences (miscellaneous)