Developing an Empirical Model to Test Whether Required Writing Exercises or Other Changes in Large-Section Law Class Teaching Methodologies Result in Improved Exam Performance

Autor:	Curcio, Andrea A., Jones, Gregory Todd, Washington, Tanya M.
Zdroj:	Journal of Legal Education, 2007 Jun 01. 57(2), 195-204.
Databáze:	JSTOR Journals
Externí odkaz:	https://www.jstor.org/stable/42894020 Zobrazit plný text záznamu