University of Edinburgh Undergraduate Law Post Offer Visit

Total Page:16

File Type:pdf, Size:1020Kb

University of Edinburgh Undergraduate Law Post Offer Visit Law Undergraduate programme and course information Coronavirus update: April 2020 We intend to begin the 2020-21 academic year as usual in September. This brochure reflects these intentions. We will let you know of any Why choose Law at Edinburgh? changes, and confirm start dates in our pre-arrival communications. • Established in 1707, Edinburgh Law School has been educating and training some of the world’s finest legal minds for more than Studying Law at 300 years. • We are ranked 6th in the UK and Edinburgh in the world’s top 30 universities for law in the QS World University Our Law School has a strong international Rankings by Subject 2020. reputation for research and our teaching staff • You will become part of a offer expertise across a wide range of legal fields. supportive law community and will be assigned to a LawPALS There is a vibrant student community with many group in your first year of study social, careers, and other law-related events – Edinburgh Law School’s Peer Assisted Learning Scheme throughout the year. designed to help you adapt to studying law. Our Bachelor of Laws (LLB) As a law student, you will learn about programmes will teach you the general the formal structures of our society and • During your studies you will be principles of law and how to apply the role of law in shaping society. taught by leading researchers them to specific situations and cases. from Edinburgh Law School and You will develop analytical skills Scots law practising lawyers with real world and legal research skills and learn experience. how to present an argument clearly, At Edinburgh you will study Scots law. accurately, and persuasively. Students interested in practising law • Studying in Scotland’s capital you in England or Wales need to be aware will be at the heart of Edinburgh’s legal centre, with the highest There are two facets to the study of that there are significant differences law. Firstly, it is an academic discipline, between Scots and English law. This courts in Scotland minutes away, which is studied with a view to does not preclude you from practising and you will have access to furthering modern understanding of its in other countries, and a number of some of the best academic law origins and growth, and its interaction our graduates also go on to qualify materials in Europe in our library. with related disciplines including those and practise as a lawyer in other • In year three, you may have an such as economics, politics, sociology, jurisdictions, in Europe and elsewhere opportunity to go to one of our and history. Concepts such as the around the world, in accordance partner universities in Europe, the rule of law, the independence of the with the relevant local conversion Far East, or USA. judiciary and the legal profession, and requirements and any further study access to justice for all, are at the heart required in the non-Scottish destination • You will have the opportunity of legal study. jurisdiction. to contribute to the Edinburgh Student Law Review. Managed Secondly, law has a practical aspect and written by students, it aims to which is studied with a view to Accreditation provide a forum for law students enabling you to become a practising Our LLB programmes are accredited to engage with current legal solicitor or advocate. Accurate by the Law Society of Scotland. issues and debates. problem solving and understanding You will be required to study certain • Over 90% are satisfied with the of the structures of our society which courses to graduate with a fully result from the study of law are highly quality of the programme – NSS qualifying degree. valued skills. 2018 Front cover image © http://www.nealesmith.com Our degree Studying law as part of a joint degree programmes Joint degrees are a great way to study two subjects at the same time, and Edinburgh offers many joint degrees with Law. A joint degree with law can offer Single LLB (Honours and Ordinary) many benefits: Four-year degree course Law (LLB Honours) • It shows employers that you can work across a range of disciplines. Three-year degree course Law (LLB Ordinary) • You will have the opportunity to study Two-year degree course Law (LLB Ordinary) (Graduate Entry) two subjects, have more choice with modules, as well as greater flexibility when you graduate. Joint LLB Honours • If you choose a joint degree with a modern language, law can offer real Four-year undergraduate degree Law and Accountancy (LLB Honours) insight into the structure and meaning allowing you to study law alongside Law and Business (LLB Honours) of all languages and so enhance another named academic discipline Law and Celtic (LLB Honours) language learning at a deep level. Law and Economics (LLB Honours) Law and History (LLB Honours) Note about accreditation: Our joint Law and International Relations (LLB degrees do not include all courses Honours) required to proceed to the Diploma in Law and Politics (LLB Honours) Professional Legal Practice and thereafter Law and Social Anthropology (LLB to the legal profession in Scotland. If you Honours) want to enrol in a joint programme and graduate wth a qualifying degree, you will Law and Social Policy (LLB Honours) need approval from the Law School to Law and Sociology (LLB Honours) study additional courses. Joint LLB Honours - Modern Languages As a law student it’s fantastic to be only minutes away from Four-year undergraduate degree Law and French (LLB Honours) the Scottish Parliament and allowing you to study law alongside a Law and German (LLB Honours) Scotland’s top law courts, European language Law and Spanish (LLB Honours) “ and to be so close to the institutions where the law you Students who study a joint Law will learn about is made and and Language degree are usually applied. required to spend their third year abroad Iona Bonaventura LLB Graduate 2019 Introduction to your degree: The benefits of a four-year degree LLB Honours As a Scottish University, Edinburgh offers a flexible four-year honours degree. The four-year degree offers a range of advantages. Award and tutorial hours, assessment In years one and two, you can study subjects required for the degree and hours, preparation, revision, and to practice Law in Scotland, before specialising through honours options LLB honours degree (see our degree independent study. Each semester in years three and four. This allows you to develop a breadth as well as a programmes for title) you will usually be enrolled in 60 depth of knowledge, expanding your academic range and enhancing your credits. student experience. Location The four year degree offers the opportunity to study abroad – not just for University of Edinburgh Central Area Student community language learners but across all subjects, including Law. The Law School has a vibrant and Your ‘honours’ years three and four allow you to focus on your subject Awarding body committed student community with in depth, and the fourth year dissertation – comprising a piece of a number of groups and societies The University of Edinburgh original research – represents the culmination of your degree and the for you to join including the Law demonstration of your abilities as an independent scholar. Society, the Law Students’ Council, Professional accreditation the Mooting Society, and many The added experience and intellectual depth acquired over four years is more. Edinburgh also has varied widely recognised and greatly valued by employers. The Law Society of Scotland social scene with hundreds of bars, clubs, cinemas, and music venues On completion of your four year honours degree you will be awarded an LLB. Duration throughout the city. Four years (full time) Studying abroad Academic year The Law School has a wide range of Comprises two semesters: international links and there are many opportunities for study abroad in year September to December three. We run exchange schemes January to May with partner universities in Europe, Australia, Asia, and North and South America. Living and studying abroad Time commitment can broaden your horizons, enhance This is a full time degree, yet normally your academic perspective, and help only a few hours each day will be make the most of your time as an spent in classes. Independent private undergraduate student. study – on your own or in informal study groups – is a major element in working for your degree. In general, you can expect to be doing 100 hours of study per 10 credit of course. This includes lectures, seminars, Introduction to your degree: Graduate Entry LLB The Graduate LLB is intended for those who already hold a degree level qualification and wish to obtain an undergraduate qualification in law. It is an ideal conversion course for graduates from all disciplines and nationalities wishing to pursue a career in the law. Award Time commitment LLB honours degree This is a full time degree, yet normally only a few hours each day will be spent in classes. Independent private Location study – on your own or in informal University of Edinburgh Central Area study groups – is a major element in working for your degree. In general, you can expect to be doing 100 hours Awarding body of study per 10 credits of course. The University of Edinburgh This includes lectures, seminars, and tutorial hours, assessment hours, preparation, revision, and Professional accreditation independent study. Each semester The Law Society of Scotland you will usually be enrolled in 60 credits. Duration Student community Two years (full time) The Law School has a vibrant and committed student community with Academic year a number of groups and societies Comprises two semesters: for you to join including the Law Society, the Law Students’ Council, September to December the Mooting Society, and many January to May more.
Recommended publications
  • Year Five and Six Parents' Curriculum Meeting
    St Joan of Arc RC Primary Year Two and Three Parents’ Curriculum Meeting F R I D A Y 4 TH OCTOBER Aims of the meeting Give you a better understanding of your child’s learning this term Share our aims Help parents/carers to feel empowered to support their children Give you the opportunity to ask questions Introductions Miss Newman– Year 2 and 3 lead. Behaviour lead Supporting classroom teachers Developing good classroom practice Monitoring pupil progress Part of the English and PE teams Homework - Reading At least 10-20 minutes daily in Year Two, and at least 20 minutes daily in Year Three. Signed reading record (comments are really helpful) Discussion about the text Sounding out and applying phonic knowledge Reading around the word Checking for understanding Predicting Inference and deduction Intonation and expression Comprehension cards Reading Records National Curriculum statements at front Signed off by teacher during guided reading Comment in book only if child not meet the statement in the lesson Ideas for home reading in the middle Homework - Reading Roy had waited a long time but nothing was happening. Then suddenly the line jerked. In his excitement he tripped over my bag and fell head first into the water. a. What was Roy doing before he fell? b. Why did he become excited? Homework - Reading By the time we reached the small village the sun was going down. After so long on the road we were glad to be able to take off our boots and rub our sore feet. a. What time of the day was it? b.
    [Show full text]
  • Stetson-Lawyer-Volume-46-Number-2.Pdf
    VOLUME 46, NUMBER 2 STETSON FALL 2006 The Magazine of Stetson University Lawyery College of Law Practicing in-house Alumni share career experiences as counsel at major corporations Justice after the storm New Orleans leaders discuss the legal aftermath at Stetson conference Crossing bridges Civil rights history students follow the footsteps of the Freedom Riders Hall of Fame Meet the 2006 recipients of Stetson Law’s highest honor Katrina Lindsey ’99, Walt Disney Co. LawyerSTETSON VOLUME 46, NUMBER 2 FALL 2006 STETSON UNIVERSITY COLLEGE OF LAW Darby Dickerson Vice President and Dean Theresa Pulley Radwan Associate Dean of Academics John Cooper Associate Dean, International and Cooperative Programs Ellen S. Podgor Associate Dean of Faculty Development and Distance Education Nancy Kelsey Assistant Dean of Academic Records and Registrar Karen Griffin Interim Director of College Relations Aleksandra Jagiella ’04 Alumni Relations Coordinator EDITORS Davina Y. Gould The Docket Editor and Associate Director of Communications Frank Klim Executive Director of Communications DECEMBER 2006 FEBRUARY 2007 1 5th Annual Mad Hatter Golf Classic spon- 2 Equal Justice Works Auction sored by Carlton Fields, Westchase Golf CONTRIBUTORS/PHOTOGRAPHERS 9 Judge Stringer Youth Day, Gulfport Campus Robert D. Bickel Course, Tampa 17-21 CLE: National Conference on Law and 7-9 CLE: 31st Annual Conference on Bankruptcy Brooke J. Bowman ’02 Higher Education, Sheraton Sand Key Resort, Law and Practice, Sheraton Sand Key Resort, Peter L. Fitzgerald Clearwater Beach Clearwater Beach Trudy Futch 13 Alumni Holiday Open House, 5:30-7:30 p.m., Ana Garcia Mann Lounge, Gulfport Campus Tyler Branch Hickey MARCH 2007 15 Fall Honors and Awards Ceremony, Great 3 SBA Barristers Ball Karla Jones Hall, Gulfport Campus Brandi Palmer 31 Admitted Law Students Day, Gulfport Campus 16 Fall Commencement Ceremony and Aaron Reincheld Reception, 2 p.m., Courtyard, Gulfport Campus C.J.
    [Show full text]
  • Newsletter | | Autumn 2014
    | The University of Edinburgh Law School Newsletter | www.law.ed.ac.uk | Autumn 2014 Newsletter | Autumn 2014 | 1789 – 2014 Join us to celebrate 225 years of Old College More details inside! Old College, 1900. Courtesy Digital Imaging Unit, Edinburgh University Library Also in this issue | New Head of School | Class of the 1980s | A Week with George Gretton | | Page 2 | The University of Edinburgh Law School Newsletter | www.law.ed.ac.uk | Autumn 2014 | Welcome from our New Head of School – Richard Sparks I am really honoured to take up the post of Head of School, and particularly delighted to extend a warm welcome to our alumni. We hope to see many of you in November when we celebrate 225 years of Old College (see page 6 for more details). This is an exciting time, with work starting on our redevelopment in the New Year. Alas, ambitious refurbishment does not come without some practical inconvenience and I am full of praise for our support staff who are working so hard to ensure life for our current students and academic staff will not be disrupted by the building work. I am confident that we can minimize those disruptions and continue to develop and thrive as a School. I am really grateful to all concerned for making it so. I also want to take this opportunity to welcome our new academic staff this semester. Dr Paolo Cavaliere joins us as the new Lecturer in Digital Media/IT Law. Paolo joins us from the Centre for Socio-Legal Studies at the University of Oxford.
    [Show full text]
  • Early Years – Key Stage 4
    Public Oral Health CURRIC ULUM TOOL KIT WWW... Early Years – Key Stage 4 Oral Health Promotion Team Derby City and Derbyshire County Public Contents • Introduction Page 2 • Oral Health messages Pages 3-5 • Oral Health links to the Early Years Foundation Stage Page 7 • Oral Health links to the National Curriculum: Key Stage 1 Page 9 • Oral Health links to the National Curriculum: Key Stage 2 Page 10 • Oral Health links to the National Curriculum: Key Stage 3 Page 11 • Oral Health links to the National Curriculum: Key Stage 4 Page 12 • Interactive Oral Health activities/ Downloadable resources: Early Years - Key Stage 4 Page 14 • Interactive Oral Health activities/ Downloadable resources: Special Educational Page 15 Needs and Disabilities and English as an Additional Language • Borrowing resources Page 16 • Purchasing Resources Page 17 • Apps available to download Page 18 1 Public Introduction Schools provide an important setting for promoting health which can easily be integrated into general health promotion, school curriculum and activities. Health promoting messages can be reinforced throughout the most influential stages of children’s lives, enabling them to develop lifelong sustainable attitudes, behaviours and skills. The health and wellbeing of school staff, families and community members can also be enhanced by programmes based in schools. Oral health is fundamental to general health and wellbeing. A healthy mouth enables an individual to speak, eat and socialize without experiencing active disease, discomfort or embarrassment. Poor oral health impacts on children’s confidence, language and personal, social and emotional development. Tackling poor oral health is a priority for Public Health England (PHE) under the national priority of ensuring that every child has the Best Start in Life.
    [Show full text]
  • The Colour of Ritual, the Spice of Life: Faith, Fervour & Feeling
    ZEST fESTival EducaTion pack 2014 THE COLOUR OF RITUAL, THE SPICE OF LIFE: FAITH, FERVOUR & FEELING The Zest festival was created in 2012 to celebrate the 300th anniversary of the Zuytdorp shipwreck and the cultural heritage of the dutch East india Trading company (VOC) in Western australia. Each year the Zest festival highlights the cultural contribution of a country along the VOC trading route. in 2014 we will focus on the countries now known as india, indonesia and Sri lanka, and their connections to the VOC and to Western australia. CONTENTS IMPLEMENTATION We encourage teachers to deliver these activities across implementation 3 term 3 2014, to coincide with the Zest festival on 20 and 21 September. Zest festival 2012 to 2016 5 Each page includes classroom activities, ranging from large new projects to small suggestions on integrating these Whole school activities 7 cultures into existing lessons. foundation to Year one 9 following each page of classroom activities is a list of content descriptions from the australian curriculum, coloured and ordered to follow http://www. TwoYear13 australiancurriculum.edu.au/ Year Three 17 English Historical context: Rituals and marriage 21 Mathematics Science Year four 23 History Historical context: Textiles 27 Geography Civics and Citizenship Year five 29 Economics and Business Historical context: Batavia 33 Arts Technologies Historical context: objects 33 Health and Physical Education Year Six 35 please note this is not an exhaustive list of activities or curriculum links, and we encourage teachers to assess or Historical context: colour 39 adjust the activities to suit their class. These activities have not been vetted and are used at the teacher’s discretion.
    [Show full text]
  • Fair Use and File Sharing in Research and Education
    University of Southampton Research Repository ePrints Soton Copyright © and Moral Rights for this thesis are retained by the author and/or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder/s. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given e.g. AUTHOR (year of submission) "Full thesis title", University of Southampton, name of the University School or Department, PhD Thesis, pagination http://eprints.soton.ac.uk UNIVERSITY OF SOUTHAMPTON FACULTY OF LAW, ARTS & SOCIAL SCIENCES School of Law Fair Use and File Sharing in Research and Education by Yueyue Wang Thesis for the degree of Doctor of Philosophy March 2009 UNIVERSITY OF SOUTHAMPTON ABSTRACT FACULTY OF LAW, ARTS AND SOCIAL SCIENCES SCHOOL OF LAW Doctor of Philosophy FAIR USE AND FILE SHARING IN RESEARCH AND EDUCATION by Yueyue Wang This work was inspired by the well-ventilated current problems around the use of digital file sharing technologies and their promotion of infringement of copyright leading to the alleged destruction of entertainment industries. Different legal systems have applied different analyses to such problems, and there is no clear and coherent answer to the question of whether file sharing, especially in the form of peer-to-peer (P2P), is legal.
    [Show full text]
  • Papers Will Be Uploaded in Due Course
    THE UNIVERSITY OF EDINBURGH BUSINESS FOR MEETING OF THE UNIVERSITY COURT to be held in the Raeburn Room, Old College on Monday, 9 December 2013 at 2.00 p.m. A buffet lunch will be available at 1.00 p.m. in the Lord Provost Elder Room, Old College This meeting of Court will be preceded by a presentation on the Research Excellence Framework (REF2014) delivered by Mrs Tracey Slaven, Deputy Secretary, Strategic Planning. A FORMAL BUSINESS 1. Minute of the meeting held on 4 November 2013 A1 2. Senate Assessor A2 B PRINCIPAL'S BUSINESS 1. Principal’s Communications B1 2. Vice-Principal update B2 C SUBSTANTIVE ITEMS 1. Report of the Finance and General Purposes Committee .1 Comments on the Report of the Central Management Group C1.1 .2 Report on Other Items C1.2 2. EUSA President’s Report C2 3. Risk Management Committee year end report C3 4. Risk Management – post year end Assurance Statement C4 5. Audit Committee Annual Report C5 6. Reports and Financial Statements .1 Annual Report and Accounts for year ended 31 July 2013 C6.1 .2 Letter of Representation C6.2 .3 Review of 2012/2013 Outturn versus Forecast C6.3 7. 2014-2017 Draft Outcome Agreement C7 8. Strategic Plan: Targets and KPIs Progress Report C8 9. Annual Review 2012-2013 C9 10. Report from Remuneration Committee C10 11. Report from Knowledge Strategy Committee C11 D ITEMS FOR FORMAL APPROVAL OR NOTE 1. Draft Resolutions D1 2. Risk Management Committee – Terms of Reference D2 3. Donations and Legacies D3 4.
    [Show full text]
  • Postgraduate Opportunities 2021 Law
    Postgraduate Opportunities 2021 Law www.law.ed.ac.uk www.law.ed.ac.uk We’re consistently ranked one of the top 50 universities in the Top th world. We’re 20 in the 2021 QS World 50 University Rankings. TH TH 19 th 4 We're ranked 19 We’re ranked in the world's fourth in the UK most international for research power, universities‡. Since based on the 2014 2010, we have taught Research Excellence students from 160 Framework.† countries. We’re ranked in the top 10 in the UK and in the Top top 100 in the world for the employability of our 100 graduates.§ 7 TH 19 Edinburgh is ranked There are 19 Nobel the seventh best Prize winners who student city in Europe are alumni of the and 15th in the world.* University or who have been members of academic staff here. Online leader Edinburgh is one of the largest providers of online postgraduate programmes in the UK. ‡ Times Higher Education, The World's Most International Universities 2020 † Times Higher Education, Overall Ranking of Institutions § Times Higher Education, Global Employability University Ranking 2019 * QS Best Student Cities 2019 Law Postgraduate Opportunities 2021 The University of Edinburgh 01 Open to the world We’re open to the world today so we can influence the world tomorrow. The University brings people with new ideas and perspectives together in a spirit of interdisciplinary innovation and collaboration. This has already shaped the world in so many ways, from the great thinkers of the Scottish Enlightenment, to the discovery of the Higgs boson particle and the development of a genetically engineered vaccine for Hepatitis B.
    [Show full text]
  • Edinburgh Law School Library (PDF Link on This Page) Libguides.Com/Law
    2020/2021 To locate books and journals in the Law Library 1. Search DiscoverEd to find its shelf mark. 2. Find the shelf-mark of the book listed on the Shelving Guide to find the Stack and Bay number location of the book. 3. The stacks and bays are numbered, guides are available at the Helpdesk and on the book stacks. 4. Journals are arranged in alphabetical order in the Senate Room and Lower Ground Floor. Law Library Ground Mezzanine Lower Location Guide Floor Ground Floor Study Desks √ √ √ (including Computers) 00M.153 and Group Study Rooms 00M.154 Open Access √ √ Computers 2 Height Height adjustable Height adjustable Accessible Equipment adjustable desks desk 00M.154 desk LG.04 UK Law Reports Senate Room Session Cases and Senate Room Scots Law Times Reserve Books √ Book Stacks Bays 39 –187 Bays 257 – 384 Journal Collections KXA – KXJ KXJ – KXZ Toilets – 1 Accessible 1 6 and 1 Accessible all Gender Neutral Welcome to The University of Edinburgh Self-guided Tour https://edinburgh-uk. Edinburgh Law School Library (PDF link on this page) libguides.com/Law Fire Safety • The Fire Alarm is tested every Wednesday at 10.53am. • Do not use the Lift. • Exit the building as quickly as possible. • Follow the Green Fire Exit signs to the nearest exit. • Do not walk through the library to the main Quad Entrance. Edinburgh Law School Library Old College • Fire Stewards in Old College will direct you to the nearest Assembly Point. South Bridge • Fire Stewards will be instructed as to when it is safe to return to the building.
    [Show full text]
  • Indianapolis LAW Alumni Magazine
    SUMMER 2011 IU Indianapolis LAW Alumni Magazine The IMPACT Campaign: Your Chance to Make a Difference for the Law School INDIANA UNIVERSITY SCHOOL OF LAW – INDIANAPOLIS Message from the Dean As I comPLete my fouRth yeAR As DeAn, I am struck by what a marvelous law school we have, how far it has come in its brief history with a full-time day program, and the tremendous impact it and its more than 10,000 alumni have on Indiana and beyond. We should all be extremely proud. At the same time, however, I am also struck by the fact that as good as the school is, there is still much we need to do to make it the very best it can be. for this reason, we are embarking on an ambitious capital campaign, the success of which is vital to the school’s ability, in an increasingly competitive environment, to continue producing great lawyers, judges, and leaders. this issue of the magazine focuses on this campaign and, consistent with our recently adopted strategic plan, on the areas in which resources raised will be invested—faculty, student scholarships, nationally prominent programs and skills training/experiential learning. While the school is generally ranked highly among all u.s. law schools, its funding is near the bottom. our direct expenditures per student last year ranked 141st out of 198 and our financial aid per student budget was in the bottom quartile. our resources are by far the lowest of all Big ten law schools. If we can provide an excellent education for students with this small amount of funding, consider what we could do if we had sufficient dollars to do what most other law schools can do already—such as fund endowed faculty chairs, or offer core classes with fewer than 100 students in the classroom.
    [Show full text]
  • Literacy Boost in Rwanda: Impact Evaluation of a Two Year Randomized Control Trial
    Literacy Boost in Rwanda: Impact Evaluation of a Two Year Randomized Control Trial Report Editors: Elliott Friedlander, Research Director Claude Goldenberg, Principal Investigator Stanford University Graduate School of Education Literacy Boost in Rwanda: Impact Evaluation of a Two Year Randomized Control Trial Compiled and Edited by Elliott Friedlander & Claude Goldenberg © 2016 The views and opinions stated in this report are that of the authors alone, and do not necessarily represent the view of Rwanda Education Board, the Ministry of Education of Rwanda, Save the Children, or any other individuals or organizations affiliated with the project. All research contained in this report conducted in conjunction with Stanford’s appointed co-researcher at the Rwanda Education Board. Research activities in Rwanda were conducted with permission and under the supervision of: 1) The Directorate of Science, Technology, and Research in the Ministry of Education in Rwanda Reference: MINEDUC/S&T/0143/2013 2) The Rwanda National Ethics Committee Reference: 423/RNEC/2016 3) The Stanford Institutional Review Board (IRB) Protocol ID: 26580 For further information about the research, please contact the Research Director, Elliott Friedlander, at [email protected] or [email protected]. Recommended Citation for the Overall Report Friedlander, E. & Goldenberg, C. (eds.). (2016). Literacy Boost in Rwanda: Impact Evaluation of a 2-year Randomized Control Trial. Stanford, CA: Stanford University Executive Summary The Learning Crisis Reading, writing, and literacy in general are foundational to modern education. Recognizing the importance of literacy development and education more broadly, the global community came together in recent decades and committed enormous resources to ensuring all children globally had access to primary education.
    [Show full text]
  • Five-Year Analysis of Implementation and Effects in Five Maryland Schools
    CORE KNOWLEDGE CURRICULUM Five-Year Analysis of Implementation and Effects in Five Maryland Schools Martha Abele Mac Iver Sam Stringfield Barbara McHugh Johns Hopkins University Report No. 50 December 2000 This report was published by the Center for Research on the Education of Students Placed At Risk (CRESPAR), a national research and development center supported by a grant (No. R-117-40005) from the Office of Educational Research and Improvement (OERI), U.S. Department of Education. The conduct of much of the research in this report was supported by The Abell Foundation of Baltimore, Maryland. The content or opinions expressed herein are those of the authors, and do not necessarily reflect the views of the Department of Education, any other agency of the U.S. Government, or other funders. An on-line version of this report is available at our web site: www.csos.jhu.edu. THE CENTER Every child has the capacity to succeed in school and in life. Yet far too many children, especially those from poor and minority families, are placed at risk by school practices that are based on a sorting paradigm in which some students receive high-expectations instruction while the rest are relegated to lower quality education and lower quality futures. The sorting perspective must be replaced by a “talent development” model that asserts that all children are capable of succeeding in a rich and demanding curriculum with appropriate assistance and support. The mission of the Center for Research on the Education of Students Placed At Risk (CRESPAR) is to conduct the research, development, evaluation, and dissemination needed to transform schooling for students placed at risk.
    [Show full text]