RESTRUCTURING SOCIAL WORK FIELD EDUCATION IN 21ST CENTURY CANADA
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Social work field education in Canada is in a state of crisis. For over two decades field education has faced increasing challenges and barriers within neoliberal contexts in higher education and the health and social services sector. These challenges have been magnified by an unprecedented growth in social work education programs and student enrolments, which has increased demand for field placements to an unsustainable level. Although some strategies for restructuring social work field education have been developed, to date little work has been done to formally identify, evaluate, and share information about these strategies across Canadian social work education programs. This article explores the current state of crisis from a solution-focused lens and describes three inter-related strategies to address critical problems with current models, practices, and processes. The strategies are presented as a Sustainability Model for Field Education . The results of a two-year study that sought to identify alternative delivery mechanisms for social work field education and promote sharing of information across social work education programs are discussed. A key recommendation is to restructure and move away from a crisis management approach by implementing strategies for enhancing the sustainability of field education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.003 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.009 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it