Law-related education: implications from research.

• Author: Cornett, Jeffrey W.
• Position: Florida

Law-related education as a clearly identifiable curricular field within education is approximately 30 years old. Despite its relative youth as an educational movement, LRE has had a significant impact on the learning experienced by America's youth at both the elementary and secondary levels. As a result of LRE, thousands of students have improved their knowledge about the legal system as well as their rights and responsibilities as citizens.

LRE lessons, with an emphasis on active participation and higher-order thinking within the context of the law's moral and social dilemmas, have ignited the civic spirit of teachers and students alike.

Overview of the LRE Research

A review of the literature commissioned by the American Bar Association states the following:

For the past two decades, researchers have consistently reported that law-related curricula and instruction make a positive impact on youth when compared with traditional approaches to teaching and learning law, civics, and government. The overall conclusion is that LRE programs have a positive effect on student knowledge about law and legal processes, and about individual rights and responsibilities. In addition, there is evidence that LRE programs have a positive influence on student attitudes and behavior. Research studies indicate that several LRE programs have improved student attitudes toward the justice system and toward authority. In addition, research links have been made between effective LRE programs and youth (that) exhibit more law-abiding behavior and commit fewer delinquent acts.(1)

What are the necessary ingredients for a successful LRE classroom? How can adults help promote student behavior that results in positive civic engagement? While it is ultimately the student's decision to engage in positive or negative civic behavior, the LRE research identities six factors that work together to promote a classroom climate that appears to increase student knowledge and positive behavior:

* Thoughtful teacher mediation;

* Strong administrator support;

* A network of professional support;

* High quality curricular and instructional opportunities for students;

* Higher-order thinking opportunities;

* Active involvement of students.

The intersection of teacher mediation of LRE curriculum and instruction, the importance of administrator support, a network of professional support for thoughtful teacher mediation, and the impact of this teamwork on student cognition and positive civic engagement are briefly discussed below (see diagram on next page).

Thoughtful Teacher Mediation

The teacher's thought process is central to what students have the opportunity to learn in the classroom. If the teacher values LRE, then students will be more likely to engage in the curriculum. If the teacher does not value LRE, or is intimidated by the content or processes, then students are less likely to engage in the curriculum.

The teacher's thoughts are filtered through a central belief system about the teaching and learning process. This belief system typically centers on processes, relationships, and subject matter. Current educational theory supports a belief system...