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"Women & the law : innovative approaches to teaching research and analysis explores the strategies and methods that break the mould of traditional legal teaching and research by engaging women's experiences with the law in various legal disciplines. Some of these are traditional legal fields such as jurisprudence, criminal, family, labour and commercial law while others are specialist areas that need to be engaged with the law. These include issues of social justice, human rights, gender and sexuality, masculinities and access to resources. The contributors to this volume draw on their practical examples from teaching courses on a postgraduate Masters in Women's Law at the Southern and Eastern African Regional Centre for Women's Law based at the University of Zimbabwe ... The book addresses two major aspects of this specialist masters programme in women's law: namely what has been taught and how it has been taught"--Back cover

English language has been considered a lingua franca and used as a medium of instruction in Pakistan. The English language has been taught with traditional methods of teaching, which fail to develop language competency among learners. The study has been designed to analyze Pakistan's emerging English teaching trends based on available literature. The data has been collected by secondary literature published in various research journals. The articles were selected by inclusion and exclusion criteria by searching with key words of English language teaching. We then selected various articles, read them, and used them as a resource. For this purpose, the content analysis was used by Braun and Clark (2006) by focusing on the content of the paper. It has been found that there needs to be more technology in language teaching and technological resources for teaching purposes, along with a shortage of language teaching skills and professional development of the teachers in English language teaching. Using technology in the classroom is recommended, adopting multi-model learning and communicative language teaching.

Since the beginning of the COVID-19 outbreak in Spring 2020, universities around the world have quickly adopted online teaching as an emergency measure. Informed by activity theory, the present qualitative case study aims to better understand the nature of the rapid institutional transition and its impact on academics' pedagogical experiences during this period. A multiple set of qualitative data was collected in a national university in South Korea that rapidly made the online transition, following government directives in February 2020. This article provides useful accounts of the changes that occurred in interconnected teaching activity systems at the university while adopting online teaching, highlighting the complex factors underpinning individual academics' experiences. The sudden shift in institutional teaching activities and conditions created a range of contradictions that were experienced as dilemmas by academics, the main subject of the activity systems. The results demonstrate that two groups of university faculty, separately identified as novice online teachers and expert online teachers, faced different dilemmas and challenges. An essential lesson learned from this analysis is the need for a more holistic, realistic, and sensitive approach to emergency teaching scenarios that may enable educational institutions to better respond to such emergencies in the future.

Critical analysis, which is defined as the reasoned and logical
process of skillfully conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information (Scriven and Paul 2001), is at the heart of the research
process that propels our profession's knowledge-base forward. In
this essay, I describe an effective method that I developed to help
inculcate and hone students' critical analysis skills. Indeed,
critical analysis skills are crucial foundational skills necessary
for all students, especially those who intend to thrive successfully
as researchers in our profession. I am
grateful to A.B. Assensoh, Joan Middendorf and the three
anonymous reviewers, respectively, who offered helpful comments
on earlier versions of this essay.

This paper deals with a wide spread perception that foreign-born teaching assistants (FBTA) have an adverse effect on American undergraduate students. The maximum likelihood technique is used to arrive at an unbiased and efficient estimate of the grade function. It is demonstrated that while the FBTA appears to have an adverse effect on the academic performance of American students, the effect does not seem to be due to the lack of language proficiency of the FBTA. Furthermore, the adverse effect is not uniform among students with different performance levels in the course and is absent in more rigorous classes. (JEL A22, J00)

Critical development studies require not just a critical attitude, but also usable tools. This article suggests some forms of discourse analysis that can add substance to critical development studies' aspirations and that can yet be learnt and used by students without specialist background. Central are tools for 'making strange' (defamiliarization), so that we view both texts and social realities in a fresh independent way and start to discern better their blindspots, and our own. The article presents accessible yet helpful forms of text analysis, argumentation analysis and content analysis that contribute in required processes of defamiliarization and reconstruction.

AbstractSummary statistics and data visualizations are often used to explore data and draw preliminary conclusions. Although valuable, these tools do not always reveal the underlying patterns and trends in the data and can sometimes be misleading. We describe an approach for teaching the need for more advanced statistical analysis using multiple linear regression. Our approach is based on using a method we developed for generating alternative multivariate data sets where all the variables (both independent and dependent) have the same summary statistics. However, we can deliberately change the statistical significance of one (or more) of the independent variables in the regression to illustrate why it is important to go beyond simple descriptive measures and examine inferential statistics on the inherent relationships in the data. Implementation of this methodology is provided in the R statistical programming language and an add‐in for Excel spreadsheets.

In this multiple case study, the focus was on how teachers in the selected schools in Narowal cultivate values in their secondary school students. To attain a comprehensive understanding, twenty teachers were purposefully selected for interviews. Qualitative content analysis using NVivo 12 software was used to analyse the gathered data. The research found that these teachers employed diverse approaches to teaching values education. They incorporated storytelling, moral dilemmas, Islamic quotes, examples, activities, games, and projects into their practices. Furthermore, they aimed to foster a positive atmosphere in the classroom by endorsing respect, cooperation, tolerance, and empathy among students. However, the teachers felt hindered by several challenges. They highlighted time constraints due to curriculum overload, the presence of large class sizes, test-oriented educational systems, a diverse student population, and limited resources as factors impeding their effectiveness. Following these findings, it is recommended across society and administration levels that support should be provided to aid secondary school teachers in delivering effective values education.

It is very essential to provide quality and effective feedback to the prospective teachers during practicum to provide information about their teaching strengths and weaknesses. Provision of feedback helps them to remove their mistakes and improve their teaching practice. The aim of this study was to examine the role of peer's and mentor's feedback on the performance of prospective teachers during practicum. 6 prospective teachers and 3 mentors were interviewed by the researcher. The whole data was collected from 3 public universities of Lahore city. Findings of this study revealed that peer's and mentor's feedback plays an important role in their learning and professional development during practicum. This study suggests that universities should conduct some training programs, seminar and workshops for prospective teachers and their mentors to provide awareness about the role of peer's and mentor's.

ABSTRACTTo conduct a policy analysis, students must master foundational concepts and apply them using critical and evaluative thinking. A film-based assignment allows students to practice the steps of policy analysis in a low-stakes setting that requires a limited investment of time. Ideally, the assignment is used as an initial practice exercise before engaging in applied projects later in the semester. The applied projects are enhanced because students already have used the steps of policy analysis and been given feedback in a sheltered setting. We suggest using animated films for this assignment because they force students to define problems, solutions, and criteria without reference to existing practices or dominant perspectives. Therefore, student time and instructor feedback is devoted to developing what Bardach termed "first-rate thinking." Concentrating attention on logical thought processes builds a strong foundation for further training in policy analysis.