Responsive and Democratic Evaluation of a Law School Curriculum: A Case Study
Montoya, Juny
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https://hdl.handle.net/2142/79821
Description
Title
Responsive and Democratic Evaluation of a Law School Curriculum: A Case Study
Author(s)
Montoya, Juny
Issue Date
2004
Doctoral Committee Chair(s)
Noffke, Susan E.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Higher
Language
eng
Abstract
It is suggested that PUBSOL could do a lot more to promote its ideology and to support the professional development of its professors according with the School's aims and goals. Continuing group work is required to keep things going in the direction the curriculum indicates, to avoid repetitions and gaps in content and activities, and to develop the progressive curriculum for developing the skills, attitudes and values the School is aiming to. Taken for granted views about how legal education has traditionally been arranged and conducted, what students learn and what they need to know when entering the work life are challenged by the detailed study of PUBSOL's experience.
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