Lost in translation? Teaching law to non‐lawyers: Reviewing the evidence from social work

Abstract

This paper considers pedagogical questions surrounding the teaching of law to non‐lawyers. It draws on research into the teaching, learning and assessment of law in social work education. The research comprised a systematic review of international literature, a practice survey, focus groups with students and practice teachers, and two stakeholder conferences. The evidence suggests that law teaching in social work education is of particular interest in highlighting key dimensions of education practice that affect students’ learning. The paper provides some signposts towards research‐informed organisation of teaching, learning and assessment, and highlights important areas for further study.     

Developing a critical pedagogy of ‘research-based’ teaching in Islamic studies

Studying Islam and Middle Eastern politics has become highly popular, particularly in American and British universities after the 9/11 and 7/7 terrorist events. Unfortunately, the increasing interest in Islam and Muslims in the West is often based on (mis)recognition of images of Muslims in the media. This has created a new set of problems of ignorance and misunderstandings about terrorism and the Islamic world. The intent of this article is to outline a ‘critical pedagogy’ of research-based teaching for Islamic studies and illustrate how this kind of pedagogical engagement better equips students to ‘problematise the natural, cultural and historical reality’ and dominant Orientalist assumptions about the relationship between Islam and terrorism. This article shows how research-based teaching can help students to become critical thinkers to connect knowledge and power while studying Islam and Middle Eastern politics.     

刑事诉讼法学精品课程教学模式改革研究——以西南政法大学本科教学为视角

教学模式是教学理论的具体化,也是教学经验的系统概括。传统的刑事诉讼法学教学模式教学理念滞后,教学目标与教学方法存在冲突,教学方法落后,且侧重于考核知识的记忆,直接影响了我校创新型法学人才的培养。为了培养学生发现问题和解决问题的能力,培养学生敏锐的思辨能力,必须构建刑事诉讼法学参与性教学模式。     

In defence of multidimensional scaling for the analysis of sexual offence behaviour: cautionary notes regarding analysis and interpretation

Abstract

Multidimensional scaling (MDS) has become a popular form of statistical analysis in the field of psychology and law. A recent paper in this journal by Sturidsson and colleagues (12, 221–230, 2006) used MDS to replicate an earlier study of sexual offence behaviour by Canter and Heritage (Journal of Forensic Psychiatry, 1, 185–212, 1990). They concluded that the model was not replicable and cast grave doubts on the applicability of MDS for the analysis of sexual offences. In this paper I argue that neither conclusion is correct. Initial difficulties in interpretation of the MDS results were clearly due to errors in calculation that should have been recognised. Indeed, a frequency analysis of Sturidsson and colleagues’ variables indicated that their results were in fact remarkably congruent with those of Canter and Heritage. It is concluded that statistical software should not obviate the need for a working knowledge of the statistics being computed.     

MDS use with crime scene data replicates poorly: response to Goodwill,Alison, and Humann (this issue) and Davis (this issue)

Abstract

Examinations of treatment attrition form an important – although sometimes neglected – component of evaluating a correctional programme's effectiveness in reducing recidivism. Previous research has identified offender characteristics that predict non-completion. This study investigated non-completion in 138 high-risk, violent male prisoners attending an intensive cognitive–behavioural programme. Almost one-third of men who commenced it did not complete the 7-month programme. Most asked to leave of their own accord, or were removed for ongoing offending. In contrast to previous research, no support was found for the hypothesis that those who terminated treatment prematurely were more in need of intervention than those who completed the programme; non-completers did not differ from completers on static estimates of criminal risk, PCL-R scores, demographic variables or self-report scales measuring dynamic risk factors. It was concluded that successful prediction using variables related to criminal risk and criminogenic need depends both on the characteristics of programme participants, and on contextual factors such as programme policies: when high-risk high needs offenders are a programme's target clientele, variables related to risk and need will have limited predictive utility. From a practice perspective, the programme was successful in retaining through to completion a relatively untreatable group: high-risk offenders with moderate to high PCL-R scores.     

What Can We Learn from a University that Rewards Faculty Practice?

What conditions, including standards for promotion and tenure, should we be cultivating at universities if we want scholar practitioners (or pracademics) in conflict‐related fields to thrive in academic settings? This article examines the Center for Justice and Peacebuilding at Eastern Mennonite University as an example of “positive deviance” — a university and an academic program that wholeheartedly support faculty members who engage in extensive practice, including long‐term involvement with peacebuilding processes. Three conditions — location, culture, and the application of peacebuilding strategies within the university — have given rise to and continue to support this system even as the university embraces a commitment to increasing scholarly productivity by faculty members.     

浅谈任务教学法在外语课堂的应用——以日语拟声拟态词的讲解为例

传统教学模式以讲授法为主要教学法,学生在课堂上处于被动接收的位置,学生缺乏自主学习的兴趣动机。通过课堂案例的实际体验,发现使用任务教学法进行教学时,教师从课堂的讲解者转变为任务的布置者和课堂的主持者,任务布置为学生制造出学习时刻,学生在完成任务的过程中自主汲取知识,课堂教学效果得到大幅改善。     

Language Teaching and Learning With Technology： Student Use,Teacher Beliefs

Korea was named the world＇s most wired country in 2003 （Wired Magazine）. Although technology is relatively new to Korea, the nation is often quick to adopt. This study examines the extent to which educational technology is being used in the English language classrooms throughout the Republic of Korea at the primary, secondary, and tertiary levels. This is effectuated through a survey of English as a Foreign Language （EFL） teachers teaching at these different educational levels. The survey covers frequency of use of： （1） digital devises such as CD players; （2） offline computer software such as those for English lessons; （3） online computer offerings such as listening materials and writing laboratories; and （4） out-of-class teaching tools for creating materials and for recordkeeping. In addition, teachers are surveyed on technology used in blended learning where the technology is used outside of the classroom to supplement in-class learning, e.g., recording, video, video-making, presentation tools. The survey examines the ease of use of technology in the teacher＇s educational setting and the reasons for using so much or so little technology in teaching. Interviews of high-level and low-level technology users give deeper insight into the reasons for different levels of technology use by different teachers. The survey results have implications for educational institutions on equipment handling and personnel training as well as for curriculum planners of teacher training programs in terms of incorporating instruction in technology use into EFL programs.     

高职专业教学改革的研究与思考——以计算机网络技术专业为例

专业教学改革是高职院校加强内涵建设、提升办学实力的重要内容。以专业教学改革为抓手,全面提高高等职业教育人才培养质量,是提高学校办学水平,推进高等职业教育健康发展的重要途径。目前,很多高校在专业教学改革上进行了探索,但仍存在人才培养目标定位不准,课程改革停滞不前,"双师型"队伍建设乏力,实践教学较为薄弱,人才培养评价标准模糊不清等问题。本文以计算机网络技术专业为例,从人才培养目标、课程改革、"双师型"队伍建设、实践教学、人才培养评价标准等五个方面进行了阐述和思考。     

公安院校思想政治理论课校外实践教学研究

公安院校思想政治理论课校外实践教学不仅意义特殊,而且教学资源丰富,教学优势明显。但在实践教学过程中还存在诸如教学资源浪费,教学方式单一,校外实践教学未纳入学校整体教学计划,教学体系不够健全等问题。应改革教学内容和教学方式,建立建全思想政治理论课校外实践教学长效机制、管理机制、保障机制和考评机制,提高教师的实践教学能力,以培养公安大学生的创新精神、实践能力和综合素养。