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Using adult education critical theor...

Cada, Elizabeth Ann.

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Using adult education critical theory to understand the admission process of an occupational therapy program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Using adult education critical theory to understand the admission process of an occupational therapy program./
作者:	Cada, Elizabeth Ann.
面頁冊數:	173 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-08, Section: A, page: 2804.
Contained By:	Dissertation Abstracts International66-08A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3185430
ISBN:	9780542269585

Using adult education critical theory to understand the admission process of an occupational therapy program.
Cada, Elizabeth Ann.

Using adult education critical theory to understand the admission process of an occupational therapy program. - 173 p.

Source: Dissertation Abstracts International, Volume: 66-08, Section: A, page: 2804.

Thesis (Ed.D.)--Northern Illinois University, 2005.

This investigation uses action research to locate sites of the hidden curriculum in higher education, specifically the admission processes and practices of a master's in occupational therapy program at a private, urban university that has a religious affiliation. The occupational therapy faculty who serve as members of the program admission committee and other university staff who are involved in the admission process participated in this study.

ISBN: 9780542269585Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Using adult education critical theory to understand the admission process of an occupational therapy program.
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245 1 0 $a Using adult education critical theory to understand the admission process of an occupational therapy program.
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500 $a Source: Dissertation Abstracts International, Volume: 66-08, Section: A, page: 2804.
500 $a Adviser: Jorge Jeria.
502 $a Thesis (Ed.D.)--Northern Illinois University, 2005.
520 $a This investigation uses action research to locate sites of the hidden curriculum in higher education, specifically the admission processes and practices of a master's in occupational therapy program at a private, urban university that has a religious affiliation. The occupational therapy faculty who serve as members of the program admission committee and other university staff who are involved in the admission process participated in this study.
520 $a The purpose of this study is to gain a better understanding, using adult education critical theory, of how an occupational therapy program selects students for admission. This examination of the admission processes, through a collective of its educators, created the opportunity for the participants to become aware of and critically examine their own practices. Throughout this study this collective posed questions, explored assumptions embedded in their practices, and examined institutional practices and those of the occupational therapy profession.
520 $a Using the lens of reproduction and resistance theories, this analysis found sites of the hidden curriculum, which included the physical environment, the body/person, institutional practices, and professionalism. Specifically, the group focused on the "good occupational therapist," group exclusivity, the physical environment, temporal constraints, personal presentation, and the history of the status quo in the occupational therapy practice community and academic institution.
520 $a Although the investigator was able to find plentiful evidence of reproductive practices in the admission process and policies of the master's in occupational therapy program at this institution, there was little evidence of resistance to the status quo.
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