Legal Education Review最新文献

{"title":"Optimising the First Year Experience in Law: The Law Peer Tutor Program at the University of New South Wales","authors":"D. Fitzsimmons, Simon Kozlina, Prue Vines","doi":"10.2139/SSRN.958639","DOIUrl":"https://doi.org/10.2139/SSRN.958639","url":null,"abstract":"One powerful notion that permeates the Law School at the University of New South Wales is that first year law has a significant 'gatekeeper' role. The School recognises the importance of identifying students who are struggling in order to offer appropriate social and academic support. Clearly, the vast majority of students are eminently capable of the conceptual work underlying a law degree. Students struggle for reasons other than intellectual capacity, so since 1997 the Law School has supported the Law Peer Tutors program as a way to address these other issues that can hinder students and lead some of them to drop out in first year. Evidence suggests that this dropping out results from a feeling of not belonging or a general alienation from the culture of university. It appears that students who identify as part of a community remain and progress. First year is therefore a significant time to ensure that students are encouraged to identify as 'law students' and see themselves as connected to the academic community in general, and particularly to the staff and students in the Law School. The program is jointly funded by the Law School and The Learning Centre and uses a model of peer-to-peer tutoring to ensure students have a successful transition to university. It focuses on offering academic support, but via its small group structure has a social dimension which helps to tackle some of the reasons identified in surveys of students' decisions not to complete first year. Approximately 150 First Year students and 15 Law Peer Tutors are involved in the program each year.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2007-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67909848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rethinking Pro Bono: Students Lending a Legal Hand","authors":"Sebastian De Brennan","doi":"10.53300/001C.6178","DOIUrl":"https://doi.org/10.53300/001C.6178","url":null,"abstract":"The salient features of a Canadian student-led initiative called Pro Bono Students Canada (PBSC) are discussed to highlight its usefulness in involving law students in pro bono legal services. The need to launch a similar Pro Bono Students Australia (PBSA) initiative in Australia is emphasised, also discussing the challenges facing its application in the Australian context.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2005-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71024199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Law School Teaching: Linking Learning with Law Practice","authors":"James K. Eckmann","doi":"10.53300/001C.6175","DOIUrl":"https://doi.org/10.53300/001C.6175","url":null,"abstract":"Details of a pedagogical method in a specific law practice course titled 'Practising Law: Successful Strategies', which involves student-led classes on issues such as client care, marketing, insurance, law partnership concepts are presented. It is concluded that the law practice course enables law schools to foster skills sets such as communication, negotiation and team work among students, while also allowing students to be better prepared for the practical side of the profession.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2004-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71024074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"[P]lucky Jane et al: Ideal Types in the Legal Academy?","authors":"John P. Carmichael","doi":"10.53300/001C.6168","DOIUrl":"https://doi.org/10.53300/001C.6168","url":null,"abstract":"A study is undertaken to identify the ideal type of staff to be recruited by legal academies. The academic and professional details of career academic Jane Smythe, dedicated teacher Rick Palmer and retired judge Nigel are analysed, and it is concluded that Jane would be most suited to be a legal academic.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2004-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71024426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Producing Multi-Media Teaching/Learning Materials for Teaching Legal Ethics and Professional Responsibility in Australian Law Schools: And the Lesson Is ... Soldier On","authors":"M. L. Brun, T. Ryan, P. Weyand, L. Scull","doi":"10.53300/001C.6142","DOIUrl":"https://doi.org/10.53300/001C.6142","url":null,"abstract":"The post-war expansion of government programs has seen the establishment of numerous tribunals to make decisions, or to hear appeals from government decisions, in areas as diverse as planning, migration and guardianship. At the same time, the need to regulate occupational groups has led to a proliferation of industry-specific disciplinary tribunals. All of these can be considered to be administrative tribunals, although no clear line separates them from “court- substitute” tribunals which adjudicate disputes relating to private rights and liabilities.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2001-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71024520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Book Review: Rethinking University Teaching: A Framework for the Effective Use of Educational Technology","authors":"G. Joughin","doi":"10.53300/001C.6029","DOIUrl":"https://doi.org/10.53300/001C.6029","url":null,"abstract":"[Extract] Diana Laurillard’s Rethinking University Teaching: A Framework for the Effective Use of Educational Technology is an important book. At a time when questions of quality are coming to the fore in higher education, this book directly addresses how technology can be used to enhance the quality of teaching and learning. As in most fields of university teaching, legal educators are making increasing use of technology not only to overcome logistical problems, but to actually teach more students better. In my own country of Australia, workshops for law teachers now invariably include a component on the use of technology, and in this year alone two national legal education conferences have been held to consider educational technology and computer assisted legal education. This experience is no doubt echoed worldwide. Since much technology is applied in a theoretical vacuum, any work which promises a coherent educational framework for the use of technology is likely to represent a valuable contribution. Rethinking University Teaching consists of three distinct but tightly integrated parts in which Laurillard first establishes the underlying elements of student learning and hence of teaching, analyses a range of media according to these elements, and then, again on the basis of these elements, presents a systematic approach to media design.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"1994-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71024105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preparing Lawyers for the Twenty-First Century","authors":"W. Twining","doi":"10.1093/acprof:oso/9780198264835.003.0024","DOIUrl":"https://doi.org/10.1093/acprof:oso/9780198264835.003.0024","url":null,"abstract":"","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"1992-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60643953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rethinking the Teaching of Law","authors":"R. Johnstone","doi":"10.53300/001C.6055","DOIUrl":"https://doi.org/10.53300/001C.6055","url":null,"abstract":"[Extract] The Senate Standing Committee on Employment Education and Training’s recent Report on Priorities for Reform in Higher Education commented that Universities have produced law graduates who “are usually well grounded in the knowledge and skills essential to the practice” of the legal profession, but who are not familiar in any disciplined sense with the society in which they are going to practise their chosen profession, who are not analytical, creative thinkers, whose education does not provide the basis for adequate flexibility, who are not sufficiently attuned to the need for “lifelong” learning, and who are not good communicators. In short, the Committee noted, “Australia is producing highly training technicians who are under-educated in the broader sense of the term”. A major factor highlighted by the Committee was the low quality of teaching in the education sector. It is difficult to argue against these comments made by the Senate Committee, and their application to law teaching in Australian Universities. They substantially describe my own experience as a law student, researcher and teacher in law schools since 1980. The focus of law teaching in university law schools, with a few notable exceptions is narrow, focusing primarily on exposition of legal doctrine, and rather halfheartedly, its application, with scant regard for the history, philosophy and political economy of the society within which law is practised and enforced. Despite some undoubted progress during the last few decades, law schools still have some way to go to break down the strong focus of professionalism and specialisation, where “knowledge has become cut up into innumerable separate parcels”, with a “specialist profession” as “custodian and user of each of these parcels”. A few years ago, in a perceptive article about the history of legal scholarship in Australia, Chesterman and Weisbrot pointed out that Australian legal scholarship has been “predominantly positivist” and unquestioning, eschewing any recognition of legal pluralism. A major factor encouraging the development of this approach has been the particularly close link between legal education and the legal profession.6 Until recently, university law faculties were “generally viewed as adjuncts to the legal profession, rather than truly academic institutions dedicated to liberal educational aims”. Law teaching was carried out mostly by practitioners, and there were very few fulltime academics. Little legal research was done, and the general approach in courses taught was fairly uniform. What distinguished Australian legal education from the English system was that the professional authorities did not themselves take responsibility for the “practitioners” subjects such as Evidence, Procedure and Conveyancing. Instead the law schools became “trade schools” providing almost all of the substantive law courses required for admission to practice. The professional authorities were not prepared to accord recogni","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"1992-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71024225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Meet MIRAT: Legal Reasoning Fragmented into Learnable Chunks","authors":"J. Wade","doi":"10.2139/SSRN.2406990","DOIUrl":"https://doi.org/10.2139/SSRN.2406990","url":null,"abstract":"This paper sets out an acronym MIRAT which summarises the standard framework and cycle expected for answers in law school exams, and to a lesser extent for advice in legal practice. The letters stand for Material facts, Issues, Rules, Arguments each way, and Tentative conclusion.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"1991-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68185543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Critical Legal Studies as a Teaching Method, Against the Background of the Intellectual Politics of Modern Legal Education in the United States","authors":"R. Gordon","doi":"10.53300/001C.5973","DOIUrl":"https://doi.org/10.53300/001C.5973","url":null,"abstract":"I see the role of this paper as providing some perspective and background to Gerald Frug’s much more thorough and detailed account of some teaching methods of critical legal studies (CLS).","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"1989-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71024055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}