Sentences with phrase «instruction for law students»

How does that affect service, instruction for law students, and the general philosophy of law school libraries?

Not exact matches

Mr. Felder — an Orthodox Jew who represents a large Orthodox Jewish constituency in Brooklyn — has expressed support in the past for allowing yeshivas leeway in complying with state law, which requires that private schools must offer students instruction that is «at least substantially equivalent» to that offered in public schools.

There was something for everyone on the menu: using Apple technology, developing research - based practices to teach students in the early grades, engaging students through digital instruction, understanding the new teacher evaluation system as set by state law, preventing high - risk student behaviors and how Community Learning Schools meet the needs of students and their families.

The new version of the law, he said, will need to ensure effective teachers and principals for underperforming schools, expand learning time, and devise an accountability system that measures individual student progress and uses data to inform instruction and teacher evaluation.

These laws include conditions such as a minimum number of hours of daily instruction that do not make sense for courses that are delivered over the Internet, can be taken at a student's own pace, and frequently define completion in terms of mastery rather than seat time.

for public school students, instruction relating to the flag and certain legal holidays, as required by section 802 of the Education Law;

for all students, instruction in patriotism and citizenship, as required by section 801 of the Education Law;

for all students, instruction in highway safety and traffic regulation, as required by section 806 of the Education Law;

Effective remedies to improve instruction, learning and school climate (including, e.g., decreases in bullying and harassment, use of exclusionary discipline practices, use of police in schools, and student referrals to law enforcement) for students enrolled are implemented in any school where the school as a whole, or any subgroup of students, has not met the annual achievement and graduation targets or where achievement gaps persist.

for all students in the eighth and higher grades, instruction in the history, meaning, significance and effect of the provisions of the Constitution of the United States and the amendments thereto, the Declaration of Independence, the Constitution of the State of New York and the amendments thereto, as required by section 801 of the Education Law;

for all students, instruction in fire drills and in fire and arson prevention, injury prevention and life safety education, as required by sections 807 and 808 of the Education Law.

for all public elementary school students, instruction in the humane treatment of animals and birds, as required by section 809 of the Education Law; and

Federal Law — Elementary and Secondary Education Act Title III, Part A — Language Instruction for Limited English Proficient and Immigrant Students

for all students in grades one through eight, instruction in New York State history and civics as required by section 3204 (3) of the Education Law;

In Washington, Congress passed a new law setting forth an elaborate process to individualize instruction for certain disabled students and many civil rights statutes creating protection based on race, gender, national origin, religion, age and disability.

The state law restricting bilingual education requires districts to obtain parent waivers in order for English - learner students to be enrolled in programs with instruction delivered in languages other than English.

The Department of Public Instruction (DPI) is drafting a plan to measure student outcomes under new federal regulations which do not match the current state law for school report cards.

Among these are the implementation of LCFF, with all school districts approving their Local Control Accountability Plans (LCAPs) by July 1, the primary election for Superintendent of Public Instruction, the deadline for districts» administration of pilot versions of Common Core State Standards tests, and a ruling in the Vergara lawsuit, around teacher tenure and job protection laws and students» right to access equal education.

Special education (SPED)-- Specially designed instructional and related services delivered at no cost to the parent that adapts the curriculum, materials or instruction for students identified as having educational or physical disabilities under federal law and tailored to the individual student's needs and learning style and provided in a general education or special education classroom, home, hospital, separate school or other setting.

Safe School Resolutions In a December 21, 2016 letter, Superintendent of Public Instruction Tom Torlakson publicly called for all California public schools to remain safe havens for students and their parents, and to remind families about existing laws that protect them and their students» records from questions about immigration status.

Her professional development interests include improving special education teacher preparation, inclusion models, differentiation, Response to Intervention, behavioral interventions and support (FBA / BIP, PBIS), special education law, effective practices for students with high functioning ASD and gifted, and supporting mathematics instruction for below grade level learners.

That is why we have begun to consider how to exercise our authority, if Congress does not reauthorize the ESEA soon, to invite requests for flexibility to support State and local reforms under section 9401 of the law, which authorizes the Department to waive most statutory and regulatory requirements if needed to «increase the quality of instruction for students; and improve the academic achievement of students.»

Federal law states that eligibility for SLD must consider a student's response to intervention or classroom instruction, commonly called Response to Intervention (RTI) or Multi-Tiered Systems of Support (MTSS).

Rep.Tana Senn spoke about her SEL legislation, HB 1518; Rep. Ruth Kagi talked about co-chairing the Governor's Blue Ribbon Commission that recommended a new state Department of Children, Youth and Families; and Associate Superintendent Gil Mendoza from the Office of Superintendent of Public Instruction (OSPI) spoke about how Washington State formulated its plan for the Every Student Succeeds Act (ESSA), the new federal education law that gives states more responsibility and accountability.

An official ceremonial signing was held by Gov. Dannel Malloy for the passage of «An Act Concerning Dissection Choice,» a new law requiring schools to excuse any student from participating or observing the dissection of any animal as part of classroom instruction.

In theory, allowing students to take the bar exam and become licensed after completing only two years (60 credits) law school instruction would save students money and afford them the opportunity to take lower paying jobs to help provide for the legal needs of financially strapped clients.

The same could be true of the next generation of lawyers and their current legal research professors.2 We have likely reached a point at which our frames of reference diverge sufficiently that we don't share a common reference point for approaching the structure of legal research.3 Arguably, the tech - saturated millennials need a solid research foundation more than any generation before them.4 Yet many of them regard our legal research instruction as cumbersome or outdated.5 Having grown up using intuitive electronic devices, and using them to good advantage, 6 many modern law students resist legal research methods that require rigidity, formality, or — worst of all — a trip to a print library.7 Indeed, many of them are downright «mistrustful both of physical libraries and of those who extol their virtues.»

They virtually all agree that the traditional, purely text - based, Socratic approach to instruction is outdated and mostly ineffective for modern generations of law students.162

The profession rejected this strictly «formalist» approach to teaching writing processes as inadequate preparation for independent legal writing and analysis.44 The shift away from models in legal writing instruction accompanied a shift to teaching students to write from the social perspective.45 The social perspective integrates into writing processes an understanding of the purposes for which a particular document is written, the identities of its audiences, and the needs of those audiences.46 Part of the New Rhetoric evaluates students» work, in part, by how well it fulfills the audiences» needs.47 The difficulty for the first - year law student in this paradigm for learning analysis and writing processes is that she does not know the audience for her first legal writing projects, and she has no basis for comprehending the audience's needs.

Because the university programs were not seen by prospective students as useful training for the practice of law, they lost out to the more practical pathways of apprenticeship and private law schools.85 Only later, when they married the theoretical and the practical instruction, including the teaching of writing and speaking about the law, would university programs rise to become the dominant force in legal education.86

Law schools have been heavily criticized for lacking coherent educational missions and for having no means of assessing whether they accomplish what they ostensibly intend to accomplish.82 More particularly, the prevailing «case method» of instruction in law schools, at least standing alone, is criticized as ineffective in training law students to become practicing lawyers.83 Thus, although most law schools say they intend to train students to become practicing lawyers, many fall short of that goal, leaving students to learn various fundamental lawyering skills on the job or elsewheLaw schools have been heavily criticized for lacking coherent educational missions and for having no means of assessing whether they accomplish what they ostensibly intend to accomplish.82 More particularly, the prevailing «case method» of instruction in law schools, at least standing alone, is criticized as ineffective in training law students to become practicing lawyers.83 Thus, although most law schools say they intend to train students to become practicing lawyers, many fall short of that goal, leaving students to learn various fundamental lawyering skills on the job or elsewhelaw schools, at least standing alone, is criticized as ineffective in training law students to become practicing lawyers.83 Thus, although most law schools say they intend to train students to become practicing lawyers, many fall short of that goal, leaving students to learn various fundamental lawyering skills on the job or elsewhelaw students to become practicing lawyers.83 Thus, although most law schools say they intend to train students to become practicing lawyers, many fall short of that goal, leaving students to learn various fundamental lawyering skills on the job or elsewhelaw schools say they intend to train students to become practicing lawyers, many fall short of that goal, leaving students to learn various fundamental lawyering skills on the job or elsewhere.

Additional differences among the various proposals concern the relationship of globalization to programs for study abroad; 36 connections with existing programs that educate foreign students; the creation of unique «institutes» or «centers» within the law school's institutional structure (or sometimes elsewhere in the university) to develop, staff, manage, and operate such programs; needs and opportunities for «specialization» by faculty and «concentration» by students, and other matters.37 With perhaps the single exception of McGill University's extraordinary program, however, hardly any proposals seek entirely to supplant instruction in domestic law.

Several law schools have experimented with introducing foreign and international issues into basic LRW instruction.68 Some have responded to these arguments by creating either upper - class elective seminars with a global LRW focus, 69 or by creating a specialized foreign / international section of the basic LRW course.70 Typically, this has been accomplished in a largely ad hoc fashion through the creative efforts of individual instructors, who sometimes offer a special «international» section of the basic LRW course.71 Additionally, LRW professors whose primary responsibility is to educate foreign students have naturally gravitated toward incorporating global dimensions in their problems and assignments.72 Faculty specializing in teaching legal English have observed that English is increasingly the language of choice for transnational negotiations and legal instruments, even in circumstances where the underlying transactions do not involve Anglo - American law.73 Consequently, they also emphasize a transnational approach that responds to the needs of their students.

Many law schools have developed programs for study abroad — not just the summer - abroad programs that have been standard fare for decades (that may or may not include instruction in foreign or international law), but also semester - abroad programs, exchange programs with law faculties in other countries, and special legal institutes with a comparative or international focus, including some that are situated in foreign jurisdictions.18 For example, Temple operates year - round programs with full - time faculty in Tokyo and Beijing; as well as a summer program in Rome; exchange relationships with the Universities of Cork, Tel Aviv, and Utrecht; and an Institute for International Law and Public Policy in Philadelphia.19 One of the more unusual efforts of this kind has been Georgetown's undertaking to create a completely new institution in London that is cooperatively run by several leading world universities and that brings together equal numbers of students from several different nations to study law together for a semester in a setting that is not tied to any single legal culturelaw schools have developed programs for study abroad — not just the summer - abroad programs that have been standard fare for decades (that may or may not include instruction in foreign or international law), but also semester - abroad programs, exchange programs with law faculties in other countries, and special legal institutes with a comparative or international focus, including some that are situated in foreign jurisdictions.18 For example, Temple operates year - round programs with full - time faculty in Tokyo and Beijing; as well as a summer program in Rome; exchange relationships with the Universities of Cork, Tel Aviv, and Utrecht; and an Institute for International Law and Public Policy in Philadelphia.19 One of the more unusual efforts of this kind has been Georgetown's undertaking to create a completely new institution in London that is cooperatively run by several leading world universities and that brings together equal numbers of students from several different nations to study law together for a semester in a setting that is not tied to any single legal culturefor study abroad — not just the summer - abroad programs that have been standard fare for decades (that may or may not include instruction in foreign or international law), but also semester - abroad programs, exchange programs with law faculties in other countries, and special legal institutes with a comparative or international focus, including some that are situated in foreign jurisdictions.18 For example, Temple operates year - round programs with full - time faculty in Tokyo and Beijing; as well as a summer program in Rome; exchange relationships with the Universities of Cork, Tel Aviv, and Utrecht; and an Institute for International Law and Public Policy in Philadelphia.19 One of the more unusual efforts of this kind has been Georgetown's undertaking to create a completely new institution in London that is cooperatively run by several leading world universities and that brings together equal numbers of students from several different nations to study law together for a semester in a setting that is not tied to any single legal culturefor decades (that may or may not include instruction in foreign or international law), but also semester - abroad programs, exchange programs with law faculties in other countries, and special legal institutes with a comparative or international focus, including some that are situated in foreign jurisdictions.18 For example, Temple operates year - round programs with full - time faculty in Tokyo and Beijing; as well as a summer program in Rome; exchange relationships with the Universities of Cork, Tel Aviv, and Utrecht; and an Institute for International Law and Public Policy in Philadelphia.19 One of the more unusual efforts of this kind has been Georgetown's undertaking to create a completely new institution in London that is cooperatively run by several leading world universities and that brings together equal numbers of students from several different nations to study law together for a semester in a setting that is not tied to any single legal culturelaw), but also semester - abroad programs, exchange programs with law faculties in other countries, and special legal institutes with a comparative or international focus, including some that are situated in foreign jurisdictions.18 For example, Temple operates year - round programs with full - time faculty in Tokyo and Beijing; as well as a summer program in Rome; exchange relationships with the Universities of Cork, Tel Aviv, and Utrecht; and an Institute for International Law and Public Policy in Philadelphia.19 One of the more unusual efforts of this kind has been Georgetown's undertaking to create a completely new institution in London that is cooperatively run by several leading world universities and that brings together equal numbers of students from several different nations to study law together for a semester in a setting that is not tied to any single legal culturelaw faculties in other countries, and special legal institutes with a comparative or international focus, including some that are situated in foreign jurisdictions.18 For example, Temple operates year - round programs with full - time faculty in Tokyo and Beijing; as well as a summer program in Rome; exchange relationships with the Universities of Cork, Tel Aviv, and Utrecht; and an Institute for International Law and Public Policy in Philadelphia.19 One of the more unusual efforts of this kind has been Georgetown's undertaking to create a completely new institution in London that is cooperatively run by several leading world universities and that brings together equal numbers of students from several different nations to study law together for a semester in a setting that is not tied to any single legal cultureFor example, Temple operates year - round programs with full - time faculty in Tokyo and Beijing; as well as a summer program in Rome; exchange relationships with the Universities of Cork, Tel Aviv, and Utrecht; and an Institute for International Law and Public Policy in Philadelphia.19 One of the more unusual efforts of this kind has been Georgetown's undertaking to create a completely new institution in London that is cooperatively run by several leading world universities and that brings together equal numbers of students from several different nations to study law together for a semester in a setting that is not tied to any single legal culturefor International Law and Public Policy in Philadelphia.19 One of the more unusual efforts of this kind has been Georgetown's undertaking to create a completely new institution in London that is cooperatively run by several leading world universities and that brings together equal numbers of students from several different nations to study law together for a semester in a setting that is not tied to any single legal cultureLaw and Public Policy in Philadelphia.19 One of the more unusual efforts of this kind has been Georgetown's undertaking to create a completely new institution in London that is cooperatively run by several leading world universities and that brings together equal numbers of students from several different nations to study law together for a semester in a setting that is not tied to any single legal culturelaw together for a semester in a setting that is not tied to any single legal culturefor a semester in a setting that is not tied to any single legal culture.20

The law librarians» responsibilities for teaching and providing research instruction to the law students is considerably more extensive and intensive than the general «information literacy» programs offered by non-law librarians.

I suspect the expectation is that by offering these courses at an early stage in a law student's education, students will then be able to apply these skills in subsequent years without the necessity for later research instruction.

An outcome - oriented approach to accreditation would call for reframing Standard 302 so that, instead of focusing on the areas and types of instruction that the law school should provide, the Standard would instead focus on the types of lessons the students should have learned... by the time of graduation from law school.

Law schools and legal writing programs have long embraced composition theory as a basis for program innovations and curricular design.1 Furthermore, legal scholars have noted the importance of individualized instruction and the benefits produced by student conferences.2 Nevertheless, few law schools offer a peer - staffed writing center as part of the legal writing progrLaw schools and legal writing programs have long embraced composition theory as a basis for program innovations and curricular design.1 Furthermore, legal scholars have noted the importance of individualized instruction and the benefits produced by student conferences.2 Nevertheless, few law schools offer a peer - staffed writing center as part of the legal writing progrlaw schools offer a peer - staffed writing center as part of the legal writing program.

First, a positive association would reinforce the importance of legal writing instruction in law school and in continuing legal education.18 Second, a positive association would help further motivate law students and lawyers to strive for effective writing, which in turn could help the court system function more efficiently.

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Current CAJT projects include the law school's Public Interest Certificate program; A2J Author, a collaboration with the Center for Computer - Assisted Legal Instruction to build new computer interfaces for self - represented litigants; and the Self - Help Web Center at the Cook County Courthouse in the Daley Center, where law student volunteers help self - represented litigants to use technology tools developed at CAJT.

To move fully into the experiential form of legal instruction required to help prepare law students for the practice of law in a more relevant fashion, law schools need to create meaningful roles for those whose expertise is critical to the level of service clients expect from «today's lawyer.»

Those of us who carry out legal research or provide legal research instruction as a regular part of our livelihoods or occupations often think of legal research in what I think of as a more traditional context: the private law firms, the corporate legal department, the government (i.e., justice departments), the courts (i.e., by court counsel and students / clerks), the law school (by or for students and professors).

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