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HRD. Zustand: New. New Book. Shipped from UK. Established seller since 2000.

Zustand: New.

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Zustand: NEW.

Zustand: As New. Unread book in perfect condition.

Zustand: New.

Zustand: New.

Zustand: New. 2026. 1st Edition. hardcover. . . . . .

Hardback. Zustand: New. This book explores one of the pressing questions in legal education today: how assessment can be reimagined to better support learning, promote equity, and reflect the realities of modern legal practice. The collection focuses on reforming assessment in legal education in England and Wales, aiming to promote more inclusive, diverse, and authentic assessment strategies that recognise assessment's role in driving student experience, engagement, and professional formation.The book adopts a distinctive dialogic format where contributors outline proposals for redesigning elements of legal assessment, grounded in their pedagogical experience and responsive to concerns of fairness, accessibility, professional relevance, and student voice. Each proposal is followed by a commentary from an academic in a different jurisdiction, offering comparative insight and reflective critique. This structure brings international perspectives into conversation with domestic debates, highlighting shared challenges whilst identifying context-specific solutions across diverse legal education systems.This volume will be essential reading for legal educators, curriculum designers, and academic administrators seeking evidence-based approaches to assessment reform. It serves academics in legal education, higher education policy researchers, and practitioners involved in curriculum development, whilst providing valuable insights for law schools internationally looking to enhance their assessment practices and promote more equitable learning outcomes. This book was originally published as a special issue of The Law Teacher.…

Zustand: New.

Zustand: New.

Zustand: New. Daniel Bansal is an Associate Professor of Law at the University of Leicester, UK.Maribel Canto-Lopez is an Associate Professor of Law at the University of Leicester, UK.Jess Guth is the Head of School for Business and .

Buch. Zustand: Neu. Neuware - This book explores one of the pressing questions in legal education today: how assessment can be reimagined to better support learning, promote equity, and reflect the realities of modern legal practice. The collection focuses on reforming assessment in legal education in England and Wales, aiming to promote more inclusive, diverse, and authentic assessment strategies that recognise assessment's role in driving student experience, engagement, and professional formation.The book adopts a distinctive dialogic format where contributors outline proposals for redesigning elements of legal assessment, grounded in their pedagogical experience and responsive to concerns of fairness, accessibility, professional relevance, and student voice. Each proposal is followed by a commentary from an academic in a different jurisdiction, offering comparative insight and reflective critique. This structure brings international perspectives into conversation with domestic debates, highlighting shared challenges whilst identifying context-specific solutions across diverse legal education systems.This volume will be essential reading for legal educators, curriculum designers, and academic administrators seeking evidence-based approaches to assessment reform. It serves academics in legal education, higher education policy researchers, and practitioners involved in curriculum development, whilst providing valuable insights for law schools internationally looking to enhance their assessment practices and promote more equitable learning outcomes. This book was originally published as a special issue of The Law Teacher.…

Zustand: New. 2026. 1st Edition. hardcover. . . . . . Books ship from the US and Ireland.

Buch. Zustand: Neu. Rethinking Assessment in Legal Education | Global Perspectives on Innovation, Inclusion, and Integrity | Daniel Bansal (u. a.) | Buch | Einband - fest (Hardcover) | Englisch | 2026 | Taylor & Francis Ltd | EAN 9781041306443 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu. …

Hardcover. Zustand: Brand New. 192 pages. 9.18x6.12x9.45 inches. In Stock.

Hardback. Zustand: New. This book explores one of the pressing questions in legal education today: how assessment can be reimagined to better support learning, promote equity, and reflect the realities of modern legal practice. The collection focuses on reforming assessment in legal education in England and Wales, aiming to promote more inclusive, diverse, and authentic assessment strategies that recognise assessment's role in driving student experience, engagement, and professional formation.The book adopts a distinctive dialogic format where contributors outline proposals for redesigning elements of legal assessment, grounded in their pedagogical experience and responsive to concerns of fairness, accessibility, professional relevance, and student voice. Each proposal is followed by a commentary from an academic in a different jurisdiction, offering comparative insight and reflective critique. This structure brings international perspectives into conversation with domestic debates, highlighting shared challenges whilst identifying context-specific solutions across diverse legal education systems.This volume will be essential reading for legal educators, curriculum designers, and academic administrators seeking evidence-based approaches to assessment reform. It serves academics in legal education, higher education policy researchers, and practitioners involved in curriculum development, whilst providing valuable insights for law schools internationally looking to enhance their assessment practices and promote more equitable learning outcomes. This book was originally published as a special issue of The Law Teacher.…

Hardcover. Zustand: new. Hardcover. This book explores one of the pressing questions in legal education today: how assessment can be reimagined to better support learning, promote equity, and reflect the realities of modern legal practice. The collection focuses on reforming assessment in legal education in England and Wales, aiming to promote more inclusive, diverse, and authentic assessment strategies that recognise assessment's role in driving student experience, engagement, and professional formation.The book adopts a distinctive dialogic format where contributors outline proposals for redesigning elements of legal assessment, grounded in their pedagogical experience and responsive to concerns of fairness, accessibility, professional relevance, and student voice. Each proposal is followed by a commentary from an academic in a different jurisdiction, offering comparative insight and reflective critique. This structure brings international perspectives into conversation with domestic debates, highlighting shared challenges whilst identifying context-specific solutions across diverse legal education systems.This volume will be essential reading for legal educators, curriculum designers, and academic administrators seeking evidence-based approaches to assessment reform. It serves academics in legal education, higher education policy researchers, and practitioners involved in curriculum development, whilst providing valuable insights for law schools internationally looking to enhance their assessment practices and promote more equitable learning outcomes. This book was originally published as a special issue of The Law Teacher. The collection focuses on reforming assessment in legal education in England and Wales, aiming to promote more inclusive, diverse, and authentic assessment strategies that recognise assessment's role in driving student experience, engagement, and professional formation. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

Hardcover. Zustand: new. Hardcover. This book explores one of the pressing questions in legal education today: how assessment can be reimagined to better support learning, promote equity, and reflect the realities of modern legal practice. The collection focuses on reforming assessment in legal education in England and Wales, aiming to promote more inclusive, diverse, and authentic assessment strategies that recognise assessment's role in driving student experience, engagement, and professional formation.The book adopts a distinctive dialogic format where contributors outline proposals for redesigning elements of legal assessment, grounded in their pedagogical experience and responsive to concerns of fairness, accessibility, professional relevance, and student voice. Each proposal is followed by a commentary from an academic in a different jurisdiction, offering comparative insight and reflective critique. This structure brings international perspectives into conversation with domestic debates, highlighting shared challenges whilst identifying context-specific solutions across diverse legal education systems.This volume will be essential reading for legal educators, curriculum designers, and academic administrators seeking evidence-based approaches to assessment reform. It serves academics in legal education, higher education policy researchers, and practitioners involved in curriculum development, whilst providing valuable insights for law schools internationally looking to enhance their assessment practices and promote more equitable learning outcomes. This book was originally published as a special issue of The Law Teacher. The collection focuses on reforming assessment in legal education in England and Wales, aiming to promote more inclusive, diverse, and authentic assessment strategies that recognise assessment's role in driving student experience, engagement, and professional formation. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.…

Hardcover. Zustand: new. Hardcover. This book explores one of the pressing questions in legal education today: how assessment can be reimagined to better support learning, promote equity, and reflect the realities of modern legal practice. The collection focuses on reforming assessment in legal education in England and Wales, aiming to promote more inclusive, diverse, and authentic assessment strategies that recognise assessment's role in driving student experience, engagement, and professional formation.The book adopts a distinctive dialogic format where contributors outline proposals for redesigning elements of legal assessment, grounded in their pedagogical experience and responsive to concerns of fairness, accessibility, professional relevance, and student voice. Each proposal is followed by a commentary from an academic in a different jurisdiction, offering comparative insight and reflective critique. This structure brings international perspectives into conversation with domestic debates, highlighting shared challenges whilst identifying context-specific solutions across diverse legal education systems.This volume will be essential reading for legal educators, curriculum designers, and academic administrators seeking evidence-based approaches to assessment reform. It serves academics in legal education, higher education policy researchers, and practitioners involved in curriculum development, whilst providing valuable insights for law schools internationally looking to enhance their assessment practices and promote more equitable learning outcomes. This book was originally published as a special issue of The Law Teacher. The collection focuses on reforming assessment in legal education in England and Wales, aiming to promote more inclusive, diverse, and authentic assessment strategies that recognise assessment's role in driving student experience, engagement, and professional formation. This item is printed on demand. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.…

Hardcover. Zustand: Brand New. 192 pages. 9.18x6.12x9.45 inches. In Stock. This item is printed on demand.