Developing a transition pedagogy : intentional curriculum design in first and final year law programs
Contribuinte(s) |
Kift, Sally M. Cowley, Jill Sanson, Michelle Watson, Penelope |
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Data(s) |
2011
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Resumo |
This chapter will first consider the rationale for a transition pedagogy for first and final year law students. It then discusses the elements of a transition pedagogy for both years, noting the synergies and differences between programs designed to assist transition into and out of a law degree. In doing so, the authors attempt to explore the extent to which the first year curriculum principles identified by Sally Kift under an Australian Learning and Teaching Council (ALTC) Senior Fellowship may also be applied to the final year university experience. During the course of the discussion, examples are drawn from universities and Law Schools in Australia and internationally which seek to address these imperatives... |
Formato |
application/pdf |
Identificador | |
Publicador |
Lexis Nexis |
Relação |
http://eprints.qut.edu.au/48451/2/48451.pdf http://www.lexisnexis.com/store/catalog/productdetail.jsp?pageName=relatedProducts&prodId=prod14390325 McNamara, Judith & Armstrong, Susan (2011) Developing a transition pedagogy : intentional curriculum design in first and final year law programs. In Kift, Sally M., Cowley, Jill, Sanson, Michelle, & Watson, Penelope (Eds.) Excellence and Innovation in Legal Education. Lexis Nexis, Chatswood, N.S.W., pp. 207-238. |
Direitos |
Copyright 2011 Lexis Nexis |
Fonte |
Faculty of Law; School of Law |
Palavras-Chave | #130202 Curriculum and Pedagogy Theory and Development #189999 Law and Legal Studies not elsewhere classified #Legal Education #First year #Final year #Capstone #Transition pedagogy #HERN |
Tipo |
Book Chapter |