Conference Bibliography: Juvenile Justice 1999-2013

A selected bibliography was prepared in connection with the Juvenile Justice Conference held at the William S. Boyd School of Law, University of Nevada, Las Vegas, on April 12-13, 2013

Boyd Briefs - December 2012

Boyd Briefs provides monthly information regarding the scholarly and other activities of the faculty of the William S. Boyd School of Law at the University of Nevada, Las Vegas

Road Scholars - June 2012

The July 2011 issue of Road Scholars highlights law faculty members\u27 scholarly activities beyond the walls of the William S. Boyd School of Law

Boyd Briefs - October 2012

Boyd Briefs provides monthly information regarding the scholarly and other activities of the faculty of the William S. Boyd School of Law at the University of Nevada, Las Vegas

Boyd Briefs - February 2013

Boyd Briefs provides monthly information regarding the scholarly and other activities of the faculty of the William S. Boyd School of Law at the University of Nevada, Las Vegas

Conference Bibliography: Selected Books and Other Publications by Conference Participants and New Scholarly Books Related to Law and the Humanities

A selected bibliography was prepared in connection with the Association for the Study of Law, Culture and the Humanities 14th Annual Conference held at the William S. Boyd School of Law, University of Nevada, Las Vegas, on March 11-12, 2011

Realistic clinical practice: proposing an enquiry-based pedagogy for teacher education

This chapter argues that teacher education in England, and more widely, should adopt an explicit pedagogy for initial teacher education programmes. A modified version of the clinical practice model is proposed and entitled 'realistic clinical practice'. This is an enquiry-based approach that builds the programme around the core practices of teachers. The approach insists that students teachers seek explanations of their impact on learning and on learners through enquiry informed by critical engagement with public published theory and research. By adopting a more explicit pedagogy it is argued that teacher education will be less vulnerable to the influence of erratic policy makers and government ministers who since 2010 have caused so much damage to teacher education in England