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" Authoring lives in a subject-centered curriculum: An instrumental case study of graduate professional education in occupational therapy "
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565765
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| Personal Name - Primary Intelectual Responsibility
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Hooper, Barbara R
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| Title and statement of responsibility
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Authoring lives in a subject-centered curriculum: An instrumental case study of graduate professional education in occupational therapy [Thesis]
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Michigan State University, 2003
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eng
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Ph.D.
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| Body granting the degree
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, Michigan State University
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| Summary or Abstract
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While reforms in occupational therapy education implicitly denote subject-centered learning and student self-authorship as aims for effective curricula, little research has explored if or how such aims are enacted in professional programs. This case study explored the beliefs, assumptions, and instructional processes of educators in a graduate occupational therapy program. Data were collected using semi-structured interviews, class observations, and document review, and analyzed using an iterative process of open, axial, and selective coding along with narrative analysis. Results suggest that the concepts of subject-centered education and self-authorship partially described the theoretical underpinnings of learning and teaching. Educators used active teaching methods to center learning on the fields' core subject; classroom processes promoted intrapersonal and epistemic development consistent with self-authorship theory..
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Higher education, Health education
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TL
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Latin Dissertation
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