Category: Evaluation
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Michael Meltsner, James V Rowan & Daniel J Givelber, “The Bike Tour Leader’s Dilemma: Talking about Supervision”
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in Annotated Bibliography, Assessment, Evaluation, Feedback, Field of Supervision – Legal, Format – Article, Mentorship – Formal, Mentorship – Informal, Mentorship – Versus Supervision, Professional Development, Reflective Practice, Supervision – Empirical Research, Supervision – Quality of Supervision – Good, Supervision – Quality of Supervision -Effective, Supervision – Stages, Supervisor – RolesThis article examines supervision in private firms through a survey of both supervisors and supervisees. In private practice, supervision is defined as: (1) overseeing the production of discrete work products, and (2) the instruction that necessarily accompanies task completion. Effective supervision was defined as good human relations and clear communication. Both formal and informal mentoring…
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Elaine Gregersen, “The Lived Experiences of a University Law Clinic Supervisor; an Autoethnographic Inquiry”
This is the only study the uses an autoethnographic approach to the practices of clinic supervision. This PhD thesis provides an (accurate) critique of the literature on clinical supervision: “Existing studies overwhelmingly provide detached advice designed to increase the effectiveness of supervisory practice for the benefit of clinic students. There is a paucity of detailed…
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Heidi Hutman, Michael Ellis & Shangyun Zhou, “Supervisees’ Perspectives of Inadequate, Harmful, and Exceptional Clinical Supervision: Are We Listening?”
This article defines elements of “harmful”, “inadequate” and “exceptional” supervision based on qualitative research. This expanded on the work of Ellis, noted above. Supervisees who reported harmful experiences described supervisors as neglectful and callous, etc. Harmful supervision reflected “supervisory practices that result in psychological, emotional, and/or physical harm or trauma to the supervisee… The two…
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Riette du Plessis, “Clinical Legal Education Models: Recommended Assessment Regimes”
This article examines clinical legal education in South Africa and other countries, setting out both similarities and differences amongst approaches and, in particular, assessment regimes. Differences include required hours, supervision, required curriculum, classroom components and workshops, and assessment methods, including, but not limited to, written tests, short essay quizzes, multiple-choice quizzes, written assignments, oral examination,…
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Adrian Evans et al, Best Practices: Australian Clinical Legal Education
This Report, funded by the Australian Government Office for Learning and Teaching, sets out a list of principles and best practices integral to legal clinic education in Australia. A reader looking for jurisdictional background, practical tools such as clinic learning outcomes, supervision and reflection. The Report is based on a set of interviews with 26…