Abstract
In a school where social group work had been es- tablished for many years and where the graduate social work cur- riculum was organized around method sequences-the faculty voted to reorganize the curriculum, moving to a generic model. The authors began a longitudinal study of the consequences of such a change. This report of first phase findings describes the considerable differences in knowledge, skill and interest in group work found between students specializing in group work and other sequences. The findings were that curriculum makes a dif- ference-a sequence of group work courses and field experi- ences did have differential impact on student learning.
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