東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The impact of deliberate practice te...

Hoagland, Mary Ellen Hales.

FindBook

Google Book

Amazon

博客來

The impact of deliberate practice teaching methods on skill acquisition in a law school interviewing and counseling course.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The impact of deliberate practice teaching methods on skill acquisition in a law school interviewing and counseling course./
作者:	Hoagland, Mary Ellen Hales.
面頁冊數:	69 p.
附註:	Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0454.
Contained By:	Dissertation Abstracts International68-02A.
標題:	Law. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3252054

The impact of deliberate practice teaching methods on skill acquisition in a law school interviewing and counseling course.
Hoagland, Mary Ellen Hales.

The impact of deliberate practice teaching methods on skill acquisition in a law school interviewing and counseling course. - 69 p.

Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0454.

Thesis (Ph.D.)--Brigham Young University, 2007.

For decades American law schools graduated students who were proficient in the thinking aspects of law but had little training in certain fundamental skills that are essential when actually practicing law---skills like organization, problem-solving, communication, and counseling. In 1989, the influential ABA MacCrate Report identified the most important of these practical skills and challenged law schools and the legal profession to provide training for each.Subjects--Topical Terms:

600858
Law.

The impact of deliberate practice teaching methods on skill acquisition in a law school interviewing and counseling course.
LDR:03652nmm 2200337 4500 001 1835270
005 20071204075917.5
008 130610s2007 eng d
035 $a (UMI)AAI3252054
035 $a AAI3252054
040 $a UMI $c UMI
100 1 $a Hoagland, Mary Ellen Hales. $3 1923896
245 1 4 $a The impact of deliberate practice teaching methods on skill acquisition in a law school interviewing and counseling course.
300 $a 69 p.
500 $a Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0454.
500 $a Adviser: Scott Ferrin.
502 $a Thesis (Ph.D.)--Brigham Young University, 2007.
520 $a For decades American law schools graduated students who were proficient in the thinking aspects of law but had little training in certain fundamental skills that are essential when actually practicing law---skills like organization, problem-solving, communication, and counseling. In 1989, the influential ABA MacCrate Report identified the most important of these practical skills and challenged law schools and the legal profession to provide training for each.
520 $a One popular skills training approach is deliberate practice, a term coined by researchers studying the acquisition of expertise in performance and competitive domains.1 The deliberate practice method centers on learners performing a well-defined task, receiving informative feedback, and then repeating the task to correct errors. The success of deliberate practice is well documented in areas like athletics, but there is little literature or data to substantiate it as a best practice for teaching or acquiring law-related skills.
520 $a This study analyzes two different deliberate practice instructional methods used in four interviewing and counseling classes taught at Brigham Young University Law School between 2003 and 2006. The skill being studied is framing; which is a communication technique used by lawyers to guide clients through an interview or counseling session in a thorough, orderly, and systematic manner. Students in all classes completed seven practice exercises with embedded framing tasks. Two classes were video-recorded during their exercises, engaged in self-evaluation while watching videos of their exercises, and received teacher feedback on both their practice exercises and the self-evaluations of their practice. These two classes constituted the Video Treatment Group. The other two classes were not video-recorded during their practice exercises, did exercise self-evaluations from memory, and received only peer feedback on their exercises. These two classes constituted the Memory Treatment Group. Students in all classes did a video-recorded Baseline Consultation before course instruction began and a video-recorded Capstone Consultation following the seven exercises.
520 $a The findings of this study suggest that both the video and memory deliberate practice instructional methods are effective ways of teaching framing skills. However, students who utilize deliberate practice techniques that incorporate video-assisted self evaluation and teacher feedback demonstrate a greater increase in the number and variety of framing skills they use than do students who engage in deliberate practice with memory-based self-evaluation only.
520 $a 1Ericsson (1996).
590 $a School code: 0022.
650 4 $a Law. $3 600858
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Education, Technology. $3 1017498
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0398
690 $a 0534
690 $a 0710
690 $a 0727
710 2 0 $a Brigham Young University. $3 1017451
773 0 $t Dissertation Abstracts International $g 68-02A.
790 1 0 $a Ferrin, Scott, $e advisor
790 $a 0022
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3252054