Developing a transition pedagogy : intentional curriculum design in first and final year law programs
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.
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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...
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|Item Type:||Book Chapter|
|Keywords:||Legal Education, First year, Final year, Capstone, Transition pedagogy, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)|
Australian and New Zealand Standard Research Classification > LAW AND LEGAL STUDIES (180000) > OTHER LAW AND LEGAL STUDIES (189900) > Law and Legal Studies not elsewhere classified (189999)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Law|
Current > Schools > School of Law
|Copyright Owner:||Copyright 2011 Lexis Nexis|
|Deposited On:||06 Feb 2012 08:30|
|Last Modified:||08 Feb 2012 12:47|
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