Beyond active learning: a case study of teaching practices in an occupation-centered curriculum.
Although occupation-centered curricula are highly promoted, the teaching processes that convey such designs remain unclear. This case study elucidated occupation-centered teaching practices. Interview and observational data were collected over 8 weeks, and analysis involved coding transcriptions, da...
| Published in: | American Journal of Occupational Therapy Vol. 60; no. 5; pp. 551 - 563 |
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| Format: | case study research tables/charts Journal Article |
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American Occupational Therapy Association
Sep/Oct2006
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106254516&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106254516 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02729490 44I jtl: American Journal of Occupational Therapy issn: 02729490 maglogo: N pubinfo: dt: Sep/Oct2006 vid: 60 iid: 5 pid: 6680 pub: American Occupational Therapy Association place: North Bethesda, Maryland artinfo: ui: 106254516 106254516 85999474 2009303052 10.5014/ajot.60.5.551 NLM17022343 106254516 ppf: 551 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Beyond active learning: a case study of teaching practices in an occupation-centered curriculum. aug: au: Hooper B affil: Assistant Professor, Occupational Therapy Graduate Program, Health Sciences and Services Building, University of New Mexico, MSC09 5240, Albuquerque, New Mexico 87131; bhooper@salud.unm.edu sug: subj: Curriculum Education, Graduate Education, Occupational Therapy Occupations and Professions Teaching Methods Case Studies Field Notes Learning Methods Qualitative Studies Sampling Methods Structured Interview Unstructured Interview Videorecording Human ab: Although occupation-centered curricula are highly promoted, the teaching processes that convey such designs remain unclear. This case study elucidated occupation-centered teaching practices. Interview and observational data were collected over 8 weeks, and analysis involved coding transcriptions, data matrices, concept maps, journaling, and writing. Participants augmented active learning strategies with strategies that linked course topics to the subject of occupation. The use of linking strategies suggested that: (a) course content was treated as two-tiered; (b) neither content nor instructional processes were inherently occupation-centered; and (c) subject-centered education strengthens social learning theories. Although curricula may appear occupation-centered based on a curriculum description and course content, ultimately 'linking opportunities' in the classroom constitute an essential feature that demarcates a program as occupation-centered. pubtype: Academic Journal doctype: case study research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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