181 resultados para student-teacher relationship
Filtro por publicador
- Repository Napier (1)
- Aberdeen University (3)
- Academic Archive On-line (Jönköping University; Sweden) (1)
- Academic Archive On-line (Karlstad University; Sweden) (1)
- Academic Archive On-line (Stockholm University; Sweden) (1)
- AMS Campus - Alm@DL - Università di Bologna (1)
- AMS Tesi di Dottorato - Alm@DL - Università di Bologna (1)
- Aquatic Commons (2)
- ArchiMeD - Elektronische Publikationen der Universität Mainz - Alemanha (1)
- Archive of European Integration (2)
- Archivo Digital para la Docencia y la Investigación - Repositorio Institucional de la Universidad del País Vasco (2)
- Aston University Research Archive (13)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (3)
- Biblioteca Digital de Teses e Dissertações Eletrônicas da UERJ (13)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (3)
- Brock University, Canada (36)
- Bucknell University Digital Commons - Pensilvania - USA (6)
- Bulgarian Digital Mathematics Library at IMI-BAS (1)
- CentAUR: Central Archive University of Reading - UK (14)
- CORA - Cork Open Research Archive - University College Cork - Ireland (5)
- Cornell: DigitalCommons@ILR (1)
- Dalarna University College Electronic Archive (15)
- Deakin Research Online - Australia (190)
- Digital Commons @ DU | University of Denver Research (4)
- Digital Commons at Florida International University (72)
- DigitalCommons - The University of Maine Research (1)
- DigitalCommons@The Texas Medical Center (6)
- DigitalCommons@University of Nebraska - Lincoln (9)
- Doria (National Library of Finland DSpace Services) - National Library of Finland, Finland (1)
- DRUM (Digital Repository at the University of Maryland) (11)
- Escola Superior de Educação de Paula Frassinetti (1)
- Fachlicher Dokumentenserver Paedagogik/Erziehungswissenschaften (6)
- Glasgow Theses Service (1)
- Harvard University (1)
- Helda - Digital Repository of University of Helsinki (12)
- Instituto Politécnico de Bragança (1)
- Instituto Politécnico de Castelo Branco - Portugal (2)
- Instituto Politécnico de Santarém (1)
- Instituto Politécnico de Viseu (3)
- Instituto Politécnico do Porto, Portugal (5)
- Instituto Superior de Psicologia Aplicada - Lisboa (2)
- Lume - Repositório Digital da Universidade Federal do Rio Grande do Sul (1)
- Memoria Académica - FaHCE, UNLP - Argentina (9)
- Memorial University Research Repository (1)
- Ministerio de Cultura, Spain (3)
- Open University Netherlands (1)
- Portal de Revistas Científicas Complutenses - Espanha (9)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (30)
- Queensland University of Technology - ePrints Archive (181)
- RDBU - Repositório Digital da Biblioteca da Unisinos (1)
- ReCiL - Repositório Científico Lusófona - Grupo Lusófona, Portugal (8)
- Repositório Aberto da Universidade Aberta de Portugal (1)
- Repositorio Académico de la Universidad Nacional de Costa Rica (1)
- Repositório Científico da Universidade de Évora - Portugal (3)
- Repositório Científico do Instituto Politécnico de Lisboa - Portugal (8)
- Repositório Científico do Instituto Politécnico de Santarém - Portugal (2)
- Repositório digital da Fundação Getúlio Vargas - FGV (7)
- Repositório Institucional da Universidade de Aveiro - Portugal (7)
- Repositório Institucional da Universidade de Brasília (2)
- Repositório Institucional da Universidade Federal do Rio Grande do Norte (1)
- Repositorio Institucional de la Universidad de Almería (1)
- Repositorio Institucional de la Universidad de Málaga (1)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (80)
- Repositorio Institucional UNISALLE - Colombia (1)
- Research Open Access Repository of the University of East London. (2)
- SAPIENTIA - Universidade do Algarve - Portugal (3)
- Savoirs UdeS : plateforme de diffusion de la production intellectuelle de l’Université de Sherbrooke - Canada (4)
- School of Medicine, Washington University, United States (2)
- Universidad de Alicante (5)
- Universidad del Rosario, Colombia (3)
- Universidad Politécnica de Madrid (5)
- Universidade de Lisboa - Repositório Aberto (5)
- Universidade dos Açores - Portugal (1)
- Universidade Federal de Uberlândia (1)
- Universidade Federal do Pará (4)
- Universidade Federal do Rio Grande do Norte (UFRN) (25)
- Universidade Metodista de São Paulo (10)
- Universidade Técnica de Lisboa (3)
- Universitat de Girona, Spain (1)
- Universitätsbibliothek Kassel, Universität Kassel, Germany (1)
- Université de Montréal (3)
- Université de Montréal, Canada (23)
- University of Canberra Research Repository - Australia (4)
- University of Connecticut - USA (4)
- University of Michigan (12)
- University of Queensland eSpace - Australia (19)
- University of Washington (8)
- WestminsterResearch - UK (2)
- Worcester Research and Publications - Worcester Research and Publications - UK (3)
Resumo:
Student participation in the classroom has long been regarded as an important means of increasing student engagement and enhancing learning outcomes by promoting active learning. However, the approach to class participation common in U.S. law schools, commonly referred to as the Socratic method, has been criticised for its negative impacts on student wellbeing. A multiplicity of American studies have identified that participating in law class discussions can be alienating, intimidating and stressful for some law students, and may be especially so for women, and students from minority backgrounds. Using data from the Law School Student Assessment Survey (LSSAS), conducted at UNSW Law School in 2012, this Chapter provides preliminary insights into whether assessable class participation (ACP) at an Australian law school is similarly alienating and stressful for students, including the groups identified in the American literature. In addition, we compare the responses of undergraduate Bachelor of Laws (LLB) and graduate Juris Doctor (JD) students. The LSSAS findings indicate that most respondents recognise the potential learning and social benefits associated with class participation in legal education, but remain divided over their willingness to participate. Further, in alignment with general trends identified in American studies, LLB students, women, international students, and non-native English speakers perceive they contribute less frequently to class discussions than JD students, males, domestic students, and native English speakers, respectively. Importantly, the LSSAS indicates students are more likely to be anxious about contributing to class discussions if they are LLB students (compared to their JD counterparts), and if English is not their first language (compared to native English speakers). There were no significant differences in students’ self-reported anxiety levels based on gender, which diverges from the findings of American research.