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dc.contributor.authorCameron, Jane.en_US
dc.date.accessioned2009-07-14T19:41:39Z
dc.date.available2009-07-14T19:41:39Z
dc.date.issued2006-07-14T19:41:39Z
dc.identifier.urihttp://hdl.handle.net/10464/2285
dc.description.abstractThe purpose of this qualitative research was to study the learning preferences and styles of management lawyers who work in Ontario's legal aid clinics. Data were gathered from two sources and analyzed using the constant comparison method. A preand postconference survey provided the principal data on clinic lawyers' learning preferences. Follow-up interviews were then conducted with 3 purposefully selected survey participants to explore their personal learning styles. Kolb's experiential learning theory provided the theoretical framework for discussing personal learning styles. The findings showed a general consistency among the lawyers to learn by listening to lectures and experts. This preference may suggest a lingering influence from law school training. The lawyers' more informal learning associated with daily practice, however, appeared to be guided by various learning styles. The learning style discussions provided some support for Kolb's model but also confirmed some shortcomings noted by other authors. Educators who design continuing education programs for lawyers may benefit from some insights gained from this exploratory research. This study adds to a limited but growing body of work on the learning preferences and styles of lawyers and suggests new questions for future research.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectLawyersen_US
dc.subjectLearning strategies.en_US
dc.subjectLearning, Psychology of.en_US
dc.titleContinuing education learning preferences and styles of legal clinic lawyers /en_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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