Objective: There is a growing trend towards international practice placement education in occupational therapy, yet little research documents the learning that individuals who participate in such experiences report. The purpose of this study was to examine the process of learning that arises through engagement with occupational therapy practice placement education in an international context. Method: A constructivist grounded theory methodology was employed. In-depth, semi-structured interviews were conducted with eight individuals who had completed an international practice placement during their tenure as an occupational therapy student. Findings: The core category of learning identified by participants was personal and professional development. The subcategories included thinking outside the box, adaptability/flexibility, cultural sensitivity, recognition of the value of interpersonal relationships, and gaining confidence through moving beyond one's comfort zone and through increasing autonomy. The comments from participants also invoke critical reflection on the appropriateness of the transfer of North American occupational therapy practice into resource-poor countries. Conclusion: This research documents the process of learning described by a group of individuals who participated in international practice placement education as part of their occupational therapy education. The research contributes to knowledge about international practice placement education in occupational therapy.
This article takes the form of a case study which compares two Year 9 English groups ‐ one mixed ability, one a low set ‐ and the different approaches used to prepare the pupils for their SATs. The focus of observation has been on the differing opportunities made available to a mixed ability set, contrasted with a bottom set, and identifies clear implications that lower set pupils are offered a significantly limited range of teaching strategies in the delivery of the National Curriculum. The article indicates that the benefits of selective setting in English are for adults rather than children, and argues that placement in a low set has a detrimental effect on pupils rather than providing an appropriate learning environment. Finally, the article draws attention to the long‐held anomaly that whilst setting continues to proliferate in the UK education system, there is no clear evidence that it has any positive impact on pupil performance.
This project began as an attempt by two teachers of Ancient Greek to provide supplementary materials to accompany Thrasymachus, a first-year textbook for learning ancient Greek. While the text itself offers an excellent and appealing introduction to the language using a reading method, it has little explanation of grammar and insufficient exercises, particularly for students who have not studied Latin. Thus, the need for a supplement to the text, now on-line and evolving. The topics discussed in this article include: a brief history and description of the project (see www.vroma.org/~abarker/thrascontents.html), the format of each chapter, a chronology for completion of materials for all 32 chapters in the text, and some ideas for further refinements to link students to on-line information to enhance their study of Ancient Greek.
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