13 research outputs found
Reflective Diary for Professional Development of Novice Teachers
Many starting teachers of computer science have great professional skill but often lack pedagogical training. Since providing expert mentorship directly during their lessons would be quite costly, institutions usually offer separate teacher training sessions for novice instructors. However, the reflection on teaching performed with a significant delay after the taught lesson limits the possible impact on teachers. To bridge this gap, we introduced a weekly semi-structured reflective practice to supplement the teacher training sessions at our faculty. We created a paper diary that guides the starting teachers through the process of reflection. Over the course of the semester, the diary poses questions of increasing complexity while also functioning as a reference to the topics covered in teacher training. Piloting the diary on a group of 25 novice teaching assistants resulted in overwhelmingly positive responses and provided the teacher training sessions with valuable input for discussion. The diary also turned out to be applicable in a broader context: it was appreciated and used by several experienced university teachers from multiple faculties and even some high-school teachers. The diary is freely available online, including source and print versions
Coproducing the Endangered Polar Bear: Science, Climate Change, and Legal Mobilization
Applying insights from science and technology studies about the “coproduction” of science and
sociopolitical order to research on legal mobilization yields important theoretical insights.
Using the polar bear petition campaign by the Center for Biological Diversity as an illustrative
case, this article shows how this protracted legal campaign around protection of the polar bear
and its habitat opened up new legal opportunities for those advocating for the regulation of carbon emissions, mandated state-sponsored generation of climate science, legally constructed the
polar bear as “endangered,” and helped to shape the priorities of the nongovernmental organization itself
Teaching and learning activities to educate nursing students for interprofessional collaboration: A scoping review
Notes on Countermovements and Conservative Lawyering: The Bumpy Road to Constitutional Marriage Equality in Brazil
Blogging for Reflection: The Use of Online Journals to Engage Students in Reflective Learning
Why Does the Federal Government Appeal to the Supreme Court of Canada in Charter of Rights Cases? A Strategic Explanation
Rights Without Remedies: The Court Party Theory and the Demise of the Court Challenges Program
Rights Without Remedies: The Court Party Theory and the Demise of the Court Challenges Program
The author argues that the Court Challenges Program’s 2006 cancellation was based on claims that judicial review is undemocratic, including those made by three academics, Rainer Knopff, F.L. Morton and Ian Brodie; the Court Party Theorists (the “CPT”). Through a study of Charter equality cases, this paper examines the CPT’s arguments regarding judicial activism, interest groups and interveners and finds they are largely unsupported by statistical evidence. Further, the debate about judicial review and democracy obscures judicial review’s important auditing function over the legislature’s constitutional adherence. This audit depends on individuals’ capacity to pursue Charter litigation, an ability compromised by the access to justice crisis. The author examines this crisis and the efforts to fill the funding gap left by the CCP’s cancellation and concludes that a publicly-funded program like the CCP is best-placed to ensure that the Charter remains a relevant tool for enforcing fundamental human rights in Canada.MAS