Law Teacher最新文献_第2页

The Qualified Lawyers Transfer Scheme: The Objective Structured Clinical Examination (OSCE) 2014–2022 合格律师转学计划：目标结构化临床考试（OSCE）2014-2012

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Law Teacher Pub Date : 2023-07-03 DOI: 10.1080/03069400.2023.2246359

Eileen Fry, Richard Wakeford

引用次数: 0

Law postgraduate researchers and the cost-of-living crisis: an intervention 法律研究生研究人员与生活成本危机:干预

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Law Teacher Pub Date : 2023-07-03 DOI: 10.1080/03069400.2023.2246361

Rosie Fox, A. Mazhar

{"title":"Law postgraduate researchers and the cost-of-living crisis: an intervention","authors":"Rosie Fox, A. Mazhar","doi":"10.1080/03069400.2023.2246361","DOIUrl":"https://doi.org/10.1080/03069400.2023.2246361","url":null,"abstract":"ABSTRACT Law postgraduate research studies are chronically underfunded and riddled with systemic inequalities. While financial precarity is an almost universal experience for postgraduate researchers (PGRs), the cost-of-living crisis has thrown this into sharp relief. In this piece we outline the financial reality for law PGRs, including the competing demands of research, teaching, maintaining good physical and mental health, and more, and the normalised hidden costs of these. We argue that the default response of universities – that PGRs should apply for hardship funds through burdensome, time-consuming, and intrusive application processes – is woefully inadequate. Powerful stakeholders in the PGR experience, who benefit from the teaching labour and research outputs of law PGRs, should take immediate and meaningful action to address the unequal funding frameworks that perpetuate financial precarity and its concomitant adverse physical and mental health effects. Thus far, PGR solidarity groups have undertaken the bulk of this work, and it is time for universities, learned societies and funding bodies alike to back their PGRs, providing more accessible financial resources to improve the PGR experience.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42241772","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}

引用次数: 0

Thinking about clinical legal education: philosophical and theoretical perspectives 临床法学教育的哲学与理论思考

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Law Teacher Pub Date : 2023-07-03 DOI: 10.1080/03069400.2023.2228123

Anne Kotonya

引用次数: 0

Starting gendered career pathways early? Differences between women and men students in optional module composition among UK law school undergraduates 尽早开始性别化的职业道路?在英国法学院本科生中，男女学生在可选模块写作方面的差异

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Law Teacher Pub Date : 2023-07-03 DOI: 10.1080/03069400.2023.2246347

Sue Westwood

{"title":"Starting gendered career pathways early? Differences between women and men students in optional module composition among UK law school undergraduates","authors":"Sue Westwood","doi":"10.1080/03069400.2023.2246347","DOIUrl":"https://doi.org/10.1080/03069400.2023.2246347","url":null,"abstract":"ABSTRACT Women’s inequalities in the legal profession are an enduring concern. Women are over-represented in junior positions and under-represented in senior roles, especially in large corporate firms. This pattern is compounded for women from Black and minority ethnic backgrounds in comparison to both men of all ethnicities and white women. This is informed not by ability, but by masculinity-privileging working cultures and practices. Women legal academics are also under-represented in senior roles. However, less is understood about women law students’ experiences, particularly in the UK and in recent research. This article reports on a new project which explored undergraduate student allocation on module options at York Law School, University of York, UK. There were marked gender differences in student composition in just over half (36) of the 66 different optional modules between 2014 and 2022. Women were under-represented on modules relating to commercial, corporate and financial law and over-represented on modules relating to family, health, social welfare, gender and sexuality. While there are many possible causal factors, there is clear resonance with the literature on gender inequalities in the legal profession and legal academia. The curriculum and careers guidance implications are considered, and a research agenda proposed.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44465504","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}

引用次数: 0

ChatGPT and the future of legal education and practice 谈gpt与未来法律教育与实践

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Law Teacher Pub Date : 2023-05-22 DOI: 10.1080/03069400.2023.2207426

Marjan Ajevski, Kim Barker, Andrew Gilbert, Liz Hardie, Francine Ryan

引用次数: 6

Supporting students to better support themselves through reverse mentoring: the power of positive staff/student relationships and authentic conversations in the law school 支持学生通过反向辅导更好地支持自己:积极的师生关系和真实的对话在法学院的力量

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Law Teacher Pub Date : 2023-05-22 DOI: 10.1080/03069400.2023.2206738

Rachael O’Connor

{"title":"Supporting students to better support themselves through reverse mentoring: the power of positive staff/student relationships and authentic conversations in the law school","authors":"Rachael O’Connor","doi":"10.1080/03069400.2023.2206738","DOIUrl":"https://doi.org/10.1080/03069400.2023.2206738","url":null,"abstract":"ABSTRACT The impact of the COVID 19 pandemic on student wellbeing and mental health should not be understated. Interventions seeking to improve cultures in law schools to challenge stigmas surrounding support access are consequently vital. This paper draws on an innovative staff/student reverse mentoring scheme within a Russell Group university where law school staff were mentored by international undergraduate law students. It explores the use of reverse mentoring as a tool to develop self-awareness and positive identity formation in law students through authentic and reciprocal relationships with staff, facilitating empowered approaches to support which are anticipatory, as opposed to existing in crisis management mode. To demonstrate this, the stages of self-authorship theory are used to thematically organise interview data collected from student mentors. The paper also explores specific areas of student support (employability and personal tutoring) where the impact of reverse mentoring and its self-authorship generating capacity may be particularly useful. This paper argues that reverse mentoring in the law school and beyond provides a positive opportunity for students to adopt more self-authored and authentic approaches to their support needs, identifying a novel intersection between diversity and inclusion initiatives and the practical accessing of support as a law student.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48876600","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}

引用次数: 0

Learning modules: problem-based learning, blended learning and flipping the classroom 学习模块:基于问题的学习、混合式学习和翻转课堂

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Law Teacher Pub Date : 2023-05-19 DOI: 10.1080/03069400.2023.2208017

Jayden Houghton

{"title":"Learning modules: problem-based learning, blended learning and flipping the classroom","authors":"Jayden Houghton","doi":"10.1080/03069400.2023.2208017","DOIUrl":"https://doi.org/10.1080/03069400.2023.2208017","url":null,"abstract":"ABSTRACT In 2020, the author introduced a new learning and assessment programme to the compulsory Land Law course at the University of Auckland, Faculty of Law. This article introduces, explains and evaluates the programme design. The Learning Modules programme has five components: structured pre-tutorial activities guiding students through a problem; tutorials in which tutors facilitate discussion on the problem; post-tutorial quizzes testing understanding of ideas arising in the problem; and exam-oriented review exercises in the form of modelling exercises and example exercises. First, the article discusses three pedagogical theories: problem-based learning, blended learning and flipping the classroom. Secondly, the article outlines the Learning Modules programme. Thirdly, the article uses student survey data from 2020 and 2021 to evaluate the extent to which the programme represents problem-based learning, blended learning and flipping the classroom. In doing so, the article considers how closely a programme needs to conform with the classical characteristics of each theory to be considered to represent them. The article concludes that the programme can be said to represent each of the three theories, depending on how they are formulated.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43351582","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}

引用次数: 3

Let me introduce my friend, law: a pedagogical tool for supporting diversity and critical thinking in the legal classroom 让我介绍一下我的朋友，法律：一种在法律课堂上支持多样性和批判性思维的教学工具

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Law Teacher Pub Date : 2023-05-15 DOI: 10.1080/03069400.2023.2200712

J. Twemlow

引用次数: 0

Integrating music into the study of law to engage students 将音乐融入法律学习中，以吸引学生

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Law Teacher Pub Date : 2023-04-03 DOI: 10.1080/03069400.2023.2200710

J. Collinson

引用次数: 0

Teaching ethics in a technology regulation module: exploring the pedagogical method 技术规制模块中的教学伦理:教学方法的探索

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Law Teacher Pub Date : 2023-04-03 DOI: 10.1080/03069400.2023.2186016

A. Cheng, Li-Nu Chen

{"title":"Teaching ethics in a technology regulation module: exploring the pedagogical method","authors":"A. Cheng, Li-Nu Chen","doi":"10.1080/03069400.2023.2186016","DOIUrl":"https://doi.org/10.1080/03069400.2023.2186016","url":null,"abstract":"ABSTRACT Technology and regulation exert significant impacts on business decision-making; as such, technology law has become an indispensable part of business education. The ethical components embedded in technology regulation modules are designed to equip future business professionals with fundamental values and rules that both guide and facilitate their decision-making. However, owing to the interdisciplinary nature of such a module and because it is frequently offered as a service module, unique instructional challenges arise. This paper identifies problem-based learning (PBL) as the main suitable pedagogical method for teaching ethical content in such a module, supplemented by scenario-based learning (SBL), because they effectively contextualise the relevant module content, create an environment that simulates real-life scenarios where moral dilemmas reside, and contribute to the module learning outcome in fostering a sustainability competency in students. Through a theoretical discussion based on concrete examples (a bitcoin transaction’s ethical issues in the environmental, social and governance (ESG) context and ethical dilemmas related to abortion rights), this paper aims to guide future studies on how to deliver ethical content within a technology law module.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46546590","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}

引用次数: 0