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Research Article  |   September 1991
Pragmatic Learning and Media Courses at New York University
Author Affiliations
  • Estelle Breines, PhD, OTR, FAOTA, is Clinical Assistant Professor, Department of Occupational Therapy, School of Education, Health, Nursing, and Arts Professions, New York University, 35 West Fourth Street, Room 1100, New York, New York 10003
  • Tamara Avi-Itzhak, DSc, is Associate Professor (Adjunct), Department of Occupational Therapy, School of Education, Health, Nursing, and Arts Professions, New York University, New York, New York
Article Information
Education
Research Article   |   September 1991
Pragmatic Learning and Media Courses at New York University
American Journal of Occupational Therapy, August 1991, Vol. 45, 788-794. doi:10.5014/ajot.45.9.788
American Journal of Occupational Therapy, August 1991, Vol. 45, 788-794. doi:10.5014/ajot.45.9.788
Abstract

The responses of students who were exposed to pragmatic and conventional learning models with regard to activities were analyzed and compared for content. Seventeen categories representing the students’ thoughts and feelings about crafts emerged from the content analysis. These categories were divided into three content areas: pragmatic concepts, nonpragmatic concepts, and feelings. The 17 concepts were subjected to statistical analysis (i.e., group t tests). As anticipated, exposure to the pragmatic learning model resulted in significant positive changes in pragmatic concepts and feelings and, to a lesser degree, in nonpragmatic concepts. Additionally, exposure to the pragmatic learning model resulted in fewer negative remarks about crafts and their use in therapy. These findings were supported by a case study and may aid educators in designing media education courses.