cis spec^'fici LV exist in the kind ,:hod cpe rni Q'-r e:vpioy.The central issues in ^.'^ q.esricf^s concerning tiie purpose and intended rv,cl^Qv.fssentially th's sec- tion is divided into several subsections: single subject and group designs, survey research, evaluation researcn, content analysis, and qualitative research.Chapters included under the various suosections attempt to exnlam and describe a particular ii.ethodo I ogy as well as to illustrate its applicability to a variety of social work concerns gener- ally, and school social work, specifically.These chapters also go beyond merely discussion of how one could employ the methodology, they also iriclude an analysis of strengths and weaknesses.In particular the chapters on interrupted time series and single-case study designs provide wonuerful critiques and helpful directions.ir reproving barr ers -voly a^r.^ct^'.': studcv^^' so:ii! "^La' oas ^''-'C ^'C lo scnoc^ s^'cia^ Iv cr^ t^ui ti^c ultentir^n of the e^t. lu^'n/.] :) th ^esuks of :hese ^nis scrutiny, s-J jol -c^cial worker^ must gather 'nco to du -,1 ( a; 0 tn it s^m^vilcs mi faci do make social work sdcc i ' ^ . Socia"; v;ork services in schools may be parti C'j';arly vulnerable to reduction when fiscal crises arise, because tnc ser^'ce has tradi tion'^l ly been viewed as secondary. ; Mi,iate, to ignore the oppo^^tunity of providing data on the outcome 0^' services with individuals, gro.^? '\: stated earlier, practice and research :net and sttoul^::! Research on School Social Work Practice: Getting Started This nand Dook ^s crqanized into four sections.
Last but noc least, qualitative methodologies including the ethnographic interview are described.DESCRIPTORS Accountability; Elementary Secondary Education? (8) "Single-Case Study Designs Revisited" (Eileen Gambrill and Richard Barth) ?(9) "Single-Sub Dect and Group Designs in Treatment Evaluation" (Snnika Jayaratne); (10) "Survey Research for School Social Workers" (John Alderson and Curtis Krishef); (11) "Evaluation of Performance: Where Does It Fit In? ^a^e thdl - ^ ci recti - : , conduct rtb Lj eff GCiiverios! p PGfes^ genera My * - -' ;^ social workers sho^^^ they a^^e if-deed an c educati ona I i^nterp^ ^ i For too long, bility of dcadc.i:]c work practice.It offers an n'.ryview or the research pm^ccss, defines empirical- ly based practice, ti'C'-' presents a rati.^iaie ;ru selecting problem,s lor study, suggests guide' *nes for measuring p'^Jblel^s, and preseiits a con- sideration of ethical research d"^-' ^ this regard a; use of the de their f indi pe: methodoiogy t ions as wel 1 ating and '^ioo^ cv/n frdine the develo T'^^cr the school s . v\^earch in School Social 3ge *vjes I'ea SL.r ' 'I r (j^' I i V ora .."'1 au cc I I na'.Some of the mire recent methodological issues found in the i^eratu^^e are also disiussed. For example, 1 un:^erlake ana Ca^ r 1 at ten I ion to the school social wocxer as both. car read I ; , IP social r ^ expi icatca V\ Whether ' ergaqea ir tr irfornaii C'M study, or re. *i cfirfs Ai] evaluation paradigm a^'Ofiti 'J sciiooi social workers ~ * I ^a. ^ ca I issues encounter ed ^ pr.hu:rian subjects are - "^'^'^ c^ so i-^of ker^s are constantly '^''^--'^ .