ERIC Number: EJ1372583
Record Type: Journal
Publication Date: 2023-Apr
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1532-8759
EISSN: EISSN-1545-682X
Macro-Level Social Work Interventions in Schools: Poverty Simulation Programs as Professional Development Opportunities for K-12 Educators
Curry, Anna Maria T.; Tomczak, Stephen Monroe
Children & Schools, v45 n2 p71-77 Apr 2023
Poverty continues to be a significant public health crisis across the United States, and its impact is particularly prevalent among school-aged youth and their families. Many K-12 educators do not fully understand the realities associated with living in poverty. Such a lack of understanding impacts teachers' ability to meet the unique educational needs of students experiencing poverty and develop positive teacher-student relationships. This article sets the stage for further discussion on the lack of quality training, education, and professional development for teachers on poverty. The authors propose a model for professional development aimed at increasing empathy and understanding among K-12 educators through experiential learning tools such as the Community Action Poverty Simulation. The article concludes with an in-depth discussion on implications for future practice and a call to action for school social workers to bring innovative solutions to their campuses that pull from their educational background in advocacy and social justice to enhance teacher training through an interdisciplinary approach.
Descriptors: Elementary Secondary Education, Teachers, Faculty Development, Simulation, Poverty, Intervention, Social Work, Inservice Teacher Education, Experiential Learning, Caseworkers
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://cs.oxfordjournals.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A