Beyond active learning: a case study of teaching practices in an occupation-centered curriculum.

Published

Journal Article

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.

Full Text

Duke Authors

Cited Authors

  • Hooper, B

Published Date

  • September 2006

Published In

Volume / Issue

  • 60 / 5

Start / End Page

  • 551 - 562

PubMed ID

  • 17022343

Pubmed Central ID

  • 17022343

International Standard Serial Number (ISSN)

  • 0272-9490

Language

  • eng

Conference Location

  • United States