ERIC ED366525: LRE Research: A Status Report. Technical Assistance Bulletin No. 8.

10 Pages·1994·0.37 MB·English

by  ERIC

DOCUMENT RtSUME
ED 366 525
SO 023 640
AUTHOR
Wolowiec, Jack, Ed.
TITLE
LRE Research: A Status Report. Technical Assistance
Bulletin No. 8.
INSTITUTION
American Bar Association, Chicago, Ill. Special
Committee on Youth Education for Citizenship.
SPONS AGENCY
Department of Education, Washington, DC.
PUB DATE
[94]
CONTRACT
S123A00068
NOTE
10p.
AVAILABLE FROM American Bar Association, Special Committee on Youth
Education for Citizenship, 541 N. Fairbanks Court,
Chicago, IL 60611-3314.
PUB TYPE
Reports
Descriptive (14))
EDRS PRICE
MF01/PC01 Plus Postage.
DESCRIPTORS
Citizenship Education; *Educational Research;
Elementary Secondary Education; *Law Related
Education; Program Effectiveness; Social Studies;
*Teaching Methods
ABSTRACT
This bulletin explores the effectiveness of law
related education (LRE) programs by surveying the relevant research.
The document begins with the article "Research and Law Related
Education: Perceptions, Perspectives, and Possibilities" (David T.
Naylor). The article identifiec five categories of questions
important to LRE research: (1) What is the nature and status of LRE?
(2) What impact does LRE have on the lives of students? (3) What is
needed to teach LRE effectively? (4) How should teahers be prepared
to teach LRE? and (5) What is required to get and keep LRE in school
programs? Five functions of research are identified: (1) to provide
scientific underpinnings to the ideas and practices regarded as
common sense; (2) to uncover new perspectives and provide fresh
ideas;
(3) to uncover ways of proceeding requiring different beliefs
or complex actions; (4) to produce findings that simplify practice;
and (5) to yield ideas and findings that are counter-intuitive. Ten
references are included. The remainder of the bulletin consists of
summary reports of seven research studies in progress: (1) "Exploring
the Dimensions of Political Tolerance among Adolescents"; (2)
"Current Status of LRE in Elementary Classrooms"; (3) "Teachers'
Conceptions of Justice as Implemented in Social Studies Curriculum";
(4) "Judicious Discipline: Teachers and Students Practicing the
Language of Citizenship"; (5) "Impact of Mediation Experience on
Mediators";
(6) "Cognitive Development in Young Children: Issues of
Literacy Expression and Law"; and (7) "An Analysis of Initial Law
Related Education: Case Studies of Elementary School Teacher-Pupil
Interactions Related to the Concepts of Law and Order." Eight
research proposals are summarized. Contains 26 references.
(OK)
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LRE Research: A Status Report
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BEST COPY MAILABLE
American Bar Association AA Special committee on Youtb Education for Citizenship
LRE Research: A Status Report
Research and Law-Related Education:
Perceptions, Perspectives and Possibilities
by David T Naylor
During the 1970s and 1980s, law-related education (LRE)
of it consists of reports to public funding agencies by LRE
established itself as an important influence in the social
projects. These reports include descriptions of the pro-
studies curriculum. Reporting in 1985 on her four-state
grams and activities of individual projects, statistical data
survey of Council of State School Studies Specialists,
about the number of states, teachers, students, lawyers,
Carole Hahn observed that, "The biggest change since
judges, and others involved in those projects, and data,
1977 is that law programs are now in wider use than any
largely self-report in type, detailing the perceived impact
of 'the new social studies' projects" (p. 221). Slightly more
a project has had on those involved with it. Such data
than one half of her respondents identified LRE as the
sources are notoriously suspect. Also suspect are assess-
most frequently added "theme" in their state's social
ments of LRE national projects, even when they have been
studies curriculum. They ranked it fourth among a list of
conducted by reputable outside agencies.
social studies priorities in their states, trailing only citizen-
Between 1979 and 1984, the Department of Justice Of-
ship education, economic education, and critical think-
fice of Juvenile Justice and Delinquency Prevention funded
ing/problem solving. Charlotte Anderson (1987) echoed
a collaborative of five national LRE organizations "to de-
Hahn's findings in an article published two years later by
velop and demonstrate effective methods of implementing
the National Association of Secondary School Principals.
LRE" (Hunter, 1991, p. 49). Assessment studies conducted
She wrote, "All the evidence indicates that LRE is indeed
jointly by the Center for Action Research of the University
'for real'; that it is very much alive and prospering
as a
of Colorado and the Social Science Education Consortium
contributor to the secondary curriculum in 1987" (p. 1).
(Johnson and Hunter, 1986) yielded controversial results, in-
Despite LRE's growth and impact, information about
cluding the finding that LRE, when properly taught, reduces
it has been remarkably absent from the professional liter-
delinquent and school rule-breaking behavior. Concerns
ature. To date, LRE has apparently been able to generate
about research design, methodology, and conclusions,
es-
only limited scholarly
especially among
interest,
pecially the reliance on student responses to attitudinal and
researchers. After conducting an extensive literature
self-reported delinquency measures, have been raised both
search, Dorothy Skeel (1991) found only 13 research
within the field and within the research community. Simi-
studies related to LRE published between 1977 and 1987.
lar concerns have also been voiced about the evaluations
Of them, nine were dissertations, two of which were
com-
of the effects of the Center for Civic Education's National
pleted at her own university. Skeel observed: "Even
Bicentennial Competition on the Constitution and Bill of
though LRE programs are widely used, little research is
Rights, which were conducted by the Educational Testing
being conducted to verify that use" (p. 63). The results
Service (1988, 1991).
of a Social Science Education Consortium study published
To date, much of the research in LRE has been
un-
in November 1990 supported Skeel's observation. That
dertaken in relation to project initiatives, and it has been
study, which examined the contents of commonly read
done primarily for funding sources. Fortunately, there
are
professional education journals published between 1985
encouraging signs that this situation is beginning to
and 1989, reported that few articles and "[rip studies of
change. Acting as a catalyst, the American Bar Associa-
LRE as a subject or a pedagogy were found in the research
tion Special Committee on Youth Education for Citizen-
literature" (p. 12).
ship (YEFC) sponsored a series of activities designed
to
Other sources of information about LRE exist, but
increase awareness of the need for broad-based research
much of it is unpublished and difficult to access. Much
in LRE and to encourage researchers to
engage in it. The
3
c. Who is involved in teaching IRE (e.g., at what
subject of research and LRE occupied a prominent foie*
at a three-day conference in 1988 held at the University
grade levels, what teachers and what are their back-
grounds, to what extent are community resource
of Cincinnati that focused on LRE and preservice teacher
persons and other resources being used, etc.)?
education, the results of which have been published (An-
What impact does LRE have on the lives of students?
derson and Naylor, 1991). Research was also the focus of
a. How do students think about law and the legal
sessions at YEFC-sponsored national meetings in Chicago
(Ma)' 1989), St. Louis (November 1989), Newport Beach,
system?
b. What do studr nts know about the law and legal
California (January 1991), and Chicago (October 1991).
system befme and after participating in LRE
Furthermore, in September 1991, YEFC sponsored the Na-
programs?
tional Law-Related Education Invitational Research Semi-
What skills do LRE programs enhance (e.g., deci-
nar. From among more than 30 proposals submitted, 15
c.
sion making, conflict resolution, critical thinking,
were selected. The 18 researchers involved with those
proposals, whose positions ranged from teacher and
etc.)?
d. How are the attitudes, beliefs, and values of stu-
school administrator to full professor, gathered at Vander-
bilt University to share and refine their ideas under the
dents involved in LRE programs affected?
e. Do students involved in I.RE programs behave
tutelage of noted researchers James Shaver and Judith
differently (e.g., less delinquent acts, better school
Preissle-Goetz. These types of activities make clear that,
attendance, more likely to be involved in commu-
increasingly, those involved with LRE are recognizing the
nity affairs)?
importance and value of research and seeking ways to get
How intense an impact does LRE have on the lives
involved in it.
f.
of students (e.g., testimonials, career choices, re-
Given the perceived growing interest in research,
orientation in school or personal life, etc.)?
what is it that those involved with LRE appear interested
g. What are the 1(...1g term effects on students?
in knowing? Based on personal involvement in the six
3. What is needed to teach LRE effectively?
YEFC-sponsored research sessions previously identified,
a. How do effective LRE teachers teach?
as well as the Skeel literature review previously referenced,
b. What teaching methods and other factors in LRE
a proper response would include at least five basic cate-
programs are most important in influencing stu-
gories of questions. They are included here, along with
attitudes, or
dents' knowledge, skills,
illustrative questions within each category, to show the
beliefs,
range of research interests.
values?
c. How critical are mock trials, moot courts, field
1. What is the nature and status of LRE?
trips, and other experiences for teaching LRE?
a. What constitutes I.RE in practice (i.e., in the name
d. What types of instructional materials are most
of LRE, what does LRE consist of, what kind of in-
struction is delivered, etc.)?
effective?
What adjustnwnts need to be made when teach-
b. How widespread is LRE (e.g., how many students
e.
in how many elementary and secondary schools,
ing LRE to different students in different settings?
4. How should teachers be prepared to teach LRE?
to what extent at the college and university level,
a. Of what value are teacher training programs (e.g.,
how many lawyers and judges are involved, etc.)?
what effect does LRE teacher training have on the
teachers who attend, what do teachers do when
they return to the classroom, etc.)?
b. What are the essential elements of LRE teacher
training programs (e.g., how much training is
needed, what type, what models are available)?
c. What are the characteristics of teachers who attend
LRE teacher training programs (e.g.,
Editor: Jack Wolowiec
age, ex-
Designer: Harvey Retzloff
perience, areas of concentration)?
Project coordinator: Paula Nesse!
5. What is required to getand keepLRE in school
Project Director: Mabel C. McKinney-Browning
programs?
a. How does LRE get introduced and established in
This is one in a series of technical assistance bulletins on law-
related education published by the American Bar Association
schools (e.g., state mandate, mandatory testing pro-
Special Committee on Youth Education for Citizenship, 541 N.
gram, elective course, lawyers and bar associations,
Fairbanks Court, Chicago, IL 60611-3314; [phone].
etc.)?
b. How is the LRE experience similar to or different
This bulletin is made possible by a grant from the U.S. Depart-
from the experience of other educational
ment of Education, grant number S123A00068; we are grateful
for their support.
innovations?
'fb what end, it might be asked, should those involved
Points of view or opinionsexpressed in this document are those
with or otherwise interested in LRE be concerned with
of the authors and do not necessarily represent the official posi-
research? What might be gained by engaging in broad-
tion or policies of the American Bar As5ociation or the Depart-
based research activity? Perhaps the most effective re-
ment of Education.
2
sponse to those questions is provided by David Berliner
Skeel, D.J. (1991). Law-Related Education Research: Cur-
(1987), whose perspectives on the functions of research
riculum, Teaching and Learning. In C.C. Anderson & D.T.
Naylor (Eds.). law-Related Education and the Preservice
provide a powerful rationale for it. Berliner identifies five
beneficial outcomes of research activity. One function is
leacher (pp. 63-68). Chicago: American Bar Association.
that research permits verification of "ideas and practices
Social Science Education Consortium (1990). Tkends in
known to be effective by most people" (p. 14). In other
Education: An Examination of Selected Periodical Liter-
words, research provides scientific underpinnings to the
ature, 1985-1989. Boulder, Colorado.
ideas and practices frequently regarded as "common
sense." He suggests that a second function is to uncover
David T Naylor is Professor of Education in the Depart-
ment of Curriculum and Instruction and Director of the
new perspectives and provide fresh ideas for understand-
ing educational phenomena. A third function is to un-
Center for Law-Related Education at the Univenity of
cover desirable ways of proceeding that require different
Cincinnati. He is active in the National Council for the
Social Studies and has been a member of the Advisory
beliefs to be held or different, more complex or demand-
ing, actions to be taken. In short, research can identify
Commission to the American Bar Association Special
paths that complicate practice.
Committee on Youth Education for Citizenship for seven
Along these lines, Berliner identifies a fourth func-
years.
tion of researchproducing findings that simplify prac-
tice. Research findings can identify key, salient elements
to concentrate onthe things that really matteras op-
posed to doing a multiplicity of things. The fifth func-
LRE Research in Progress
tion is to yield ideas and findings that are counter-intui-
tive. Research, he points out, can fly in the face of cur-
Below are summary reports of seven research studies in
rent thinking by contradicting prevailing beliefs and prac-
progress. Each was first presented at the National Law-
tices and by refuting erroneous assumptions that have a
Related Education Invitational Research Seminar:
common sense flavor. A research program in LRE that real-
Exploring the Dimensions of Political Tolerance Among
izes each of these five functions would do much to en-
Adolescents
hance LRE specifically, and education generally.
Researcher: Patricia Avery, Assistant Professor, Social
References
Studies Education, University of Minnesota,
Minneapolis
Anderson, C.C..(1987). How Fares Law-Related Education?
Curriculum Report 16, 1-11.
In 1987, Professor Avery conducted a survey of 480 ninth
Anderson, C.C., & Naylor DT (Eds.). (1991). Law-Related
and eleventh grade students' willingness to extend basic
Education and the Preservice Macho: Chicago: Ameri-
human rights to disliked social and political groups. Stu-
can Bar Association.
dents were asked to identify groups which they personally
disliked. They were then asked to indicate their willing-
Berliner, D.C. (1987). Knowledge is Power. In D.C. Ber-
ness to extend specific rights to the disliked group. Results
liner & B. V. Rosenshine (Eds.), 'Mks to leachers (pp. 3-
generally supported previous research: gender (females),
33). New York: Random House.
political experiences (high), cognitive moral reasoning
Educational Testing Service. (1988). An Evaluation of the
(high), and perceived threat (low) were associated with
Instructional Effects of the National Bicentennial Com-
higher levels of tolerance.
petition on the Constitution and Bill of Rights. Pasadena,
In 1989, she gave another survey to 546 tenth and
CA: Educational Testing Service.
eleventh grade students and conducted semi-structured
Educational Testing Service. (1991). An Evaluat?on of the
interviews with 20 of the least tolerant and 20 of the most
Instructional Impact of the Elementary and Middle
tolerant students concerning the rights of dissenters to
School Curricular Materials Developed fbr the National
hold demonstrations. The patterns of responses suggested
Bicentennial Competition on the Constitution and Bill
that tolerant and intolerant students have different con-
of Rights. Pasadena, CA: Educational Testing Service.
ceptualizations of dissent and dissenters. The tolerant stu-
Hahn, C. (1988). The Status of the Social Studies in the
dents tended to display a broader knowledge and
Public Schools of the United States: Another Look. Social
understanding of their least-liked group while at the same
Education, 49, 220-223.
time readily acknowledging their dislike for the group's
Hunter, R.M. (1991). LRE and Delinquency Prevention: Im-
beliefs. The intolerant students, like the tolerant students,
plications for Preservice Education. In C.C. Anderson &
considered the potential negative consequences of dis-
D.T Naylor (Eds.), Law-Related Education and the Preser-
sent; unlike their counterparts, the intolerant students
vice leacher (pp.
Chicago: American Bar
49-61).
were more certain of the effects.
Association.
In 1990 Professor Avery, along with John Su:livan,
Johnson, G., & Hunter, R. (1986). Law-Related Ifaucation
Professor of Political Science at the University of Min-
as a Delinquency Prevention Strategy: A Three-Year
nesota, and a team of public school teachers, wrote a four-
Evaluation of the Impact of IRE on Students. Boulder,
week curriculum, iblerance for Diversity of Belief
CO: Center for Action Research.
Throughout the curriculum, students systematically ex-
3
5
amine the ways in which the legal and constitutional
Law-Related Education Goals Self Report Form
framework of our society directly embodies the norms
of freedom of speech and minority rights. Case studies,
School
role play, simulations and mock interviews encourage stu- Name
dents to consider the short- and long-term consequences
Grade Level
of intolerance for the victim, the perpetrator, and society.
The curriculum was piloted in two school districts
Jarolimek (1990) and Anderson (1980) have established
in the spring of 1990 and the results of pre- and post-tests
basic goals for law-related education in the elemen-
indicated a statistically significant increase in students'
tary grades. The purpose of this self-report is to de-
level of tolerance. In spring 1991, four civics teachers
termine how you specifically address these goals in
taught the curriculum and, in addition to pre- and post-
your classroom, if at all. For each goal identified,
tests, the students kept journals and some of the students
please note whether you plan or lead specific activi-
(selected to represent the extremely intolerant, moderately
intolerant/tolerant, and extremely tolerant) were
ties which would satisfy the goal. If you do not ad-
dress a specific goal, please justify briefly.
interviewed.
1) Develop an understanding of concepts that are
Professor Avery is currently analyzing the raw data
basic to the legal system, such as liberty, justice,
gathered in 243 surveys and 23 interviews. She has com-
fairness, toleration, power, honesty, property,
pleted the quantitative analysis and continues to analyze
equality, and responsibility.
the qualitative data. She has considered extending this re-
2) Develop an understanding and appreciation of
search through classroom observations of the ways in
the constitutional basis of the American legal
which teachers implement the curriLulum, textbook ana-
system.
lyses of the ways in which ilissent and dissenters are por-
3) Develop a functional knowledge of how the in-
trayed, and comparisons of expert and novice approaches
stitutions of the legal and justice systems operate.
to First Amendment dilemmas.
4) Develop an understanding of and respect for the
need for a system of law and justice as prerequi-
site for orderly and harmonious living.
5) Perceive law as promotive, facilitative, compre-
hensible, and alterable.
Current Status of LRE in Elementau Classrooms
6) Perceive people as having the potential to con-
Researcher: Sherry L. Field, Assistant Professor, Curric-
tribute to the social order.
University of
ulum and Instruction,
7) Perceive right and wrong as issues all citizens can
Colorado-Denver
and should address.
Professor Field views the elementary social studies class-
8) Being reflective decision makers and problem
room as a viable, important opportunity to promote
solvers who make grounded commitments.
citizenship education. Throughout the school day,
9) Being able to give reasoned explanations about
teachers draw both informal and overt attention to law-
commitments made and positions taken.
related educational themes creating "teachable moments"
10) Being socially responsible conflict managers.
to further the ideas of democratic principles.
11) Being critically
legitimate
responsible
to
The aim of her research is to establish the state of cur-
authority.
rent practice of LRE in the elementary curriculum. She
12) Being knowledgeable about law, the legal system,
began by distributing self-report surveys (reproduced in
and related issues.
the box opposite) to 31 elementary social studies teachers
13) Being empathic, socially responsible, and con-
in a major Denver-area school district. Her next step will
siderate of others.
be to interview in depth at least 5-10 of these teachers.
14) Being able to make mature judgements in deal-
ing with ethical and moral problems.
Previous research by Professor Makler has indicated
that "fairness" is a high priority for social studies teachers
Pachers' Conceptions offustice as Implemented in So-
in terms of student perception of their practices (grading,
(tentative title)
cial Studies Curriculum
etc.) and that few seem to teach explicitly about justice.
Researcher: Andra Makler, Assistant Professor, Lewis and
I ler current research will employ interviews exploring the
Clark College, Portland, OR
following questions:
Of the law-related education curriculum actually used
Law-related education seems a logical and practical place
in classrooms
to assist adolescents in exploring issues of justice, ethics,
what (if anything) is taught about principles of
and morality. Studies by Gilligan, Lyons and others on
justice?
adolescent conceptions of morality, however, suggest that
what proportion of instructional time focuses on
males and females may develop different conceptions of
principles of justice as compared with information
justice and morality.
4
In its effort to keep students in school, Rich East High
about law and procedures of the court/legal system?
School began a pilot project applying mediation tech-
which principles of justice are most often addressed,
in what context, and towards what intended
niques to problems which normally result in school sus-
pensions. In selecting students for mediation training the
outcomes?
what is the rationale for the practices chosen?
project recruited those who were a positive influence on
do male and female teachers' approaches differ
their peers. The training followed the model of the Har-
vard Mediation Project (Fisher & Ury, 1981). During its
significantly?
first school year (1988-89), the mediation project pro-
In addition, Professor Mak ler is considering includ-
ing a series of questions about fairness/justice in the "in-
cessed 47 refekrals with a recidivism rate of zero. The sec-
ond year of thf. project produced similar results, including
formal" (implicit) curriculum rather than just focusing on
fewer suspensions, increased student acceptance of the
the explicit curriculum of what is actually taught as "sub-
concept of proactive intervention, and the recognition
ject matter."
that students identified as mediators have enormous
potential to exercise leadership skill to improve operation
Judicious Discipline: kachers and Students Practicing
of the school system.
the Language of Citizenship
The current focus of the project is research to deter-
Researcher: Barbara Mc Ewan, Assistant Professor,
mine the impact of the mediation experience on the stu-
Elementary Education, Oregon State Univer-
dent mediators. For a pre-mediation assessment, the
sity, Corvallis, in cooperation with Forrest
teachers of the 28 student mediator-trainees, completed
Gathercoal, Professor of Education, Oregon
the "Behavior Evaluation Scale" (McCarney, Leigh &
State University, College of Education
Cornbleet, 1983) on each student. A post test will be ad-
Judicious Discipline, by Forrest Gathercoal, is a model
ministered at the end of the school year. These data, along
of classroom management designed to instruct children,
with evaluations by staff members and an assessment of
grades K to 12, about their citizenship rights and respon-
recidivism rates, will constitute the material for an out-
sibilities. The key to this model lies in experiencing the
come study on the effect of mediation on the mediators
and the school.
balance between individual rights as guaranteed by the
Constitution, and "compelling state interests" that serve
This project has two unique elements. First, the as-
our society's need for a safe, healthy, and undisturbed
sistance of a research grant from the University of Illinois-
environment.
Chicago was obtained and these services will be available
Teachers using Judicious Discipline in their class-
throughout the year. Second, the training included a group
rooms begin by introducing students to the rights they
of students from the special education programs at Rich
are guaranteed by the First, Fourth, and Fourteenth
Central and their progress in mediating disputes within
the special education programs will be monitored
Amendments. This is followed with an explanation of
when those rights will be denied. If a teacher, adminis-
throughout the year.
trator, or staff member is able to demonstrate that the ac-
tions of students threaten the health, safety, property,
and/or educational purpose of the school, then students
Cognitive Development in Young ChildrenIssues of
should lose their rights. Judicious Discipline advocates
Literacy Expression and Law
approaching discipline problems as teachable moments.
Researcher: Richard L. Roe, Professor of Law, Program
Interviews conducted by Professor Mc Ewan with stu-
Director, D.C. Street Law Project, Geor-
dents, parents, teachers, and school administrators indi-
getown University Law Center, Washington,
cate that use offudicious Discipline expands democratic
DC
education across the currkulum, permitting all members
of a school community to appreciate and directly ex-
Professor Roe has investigated the topic, "Valuing Student
perience the nuances of the balance between citizenship
Speech: The Work of the Schools as Conceptual Develop-
rights and responsibilities in a participatory democracy.
ment," (Cal. L. Rev. 79: 1269 (1991)). He found that the
prevailing judicial understanding of the work of the
Through a series of further interviews, she plans to docu-
ment students' use and understanding of the language of
schools as inculcation of knowledge and values is inac-
citizenship acquired through instruction usingjudicious
curate and leads to legal rules which, by deferring to the
Discipline.
judgment of school authorities without a showing of ma-
terial and substantial disruption of the school's work, dis-
tort the function of student and teacher expression in the
Impact of Mediation Experience on Mediators
schools. With the work of the schools understood as con-
Researchers: Anthony R. Moriarty, Assistant Principal,
ceptual development, however, students and teachers can
Rich Township High School, District 227,
establish significantly more tolerance for their speech un-
Olympia Fields, IL and Shirley P McDonald,
der First Amendment protection, and, in turn, further de-
Clinical Assistant Professor, Jane Addams
velop their cognitive and civic abilities.
College of Social Work, University of
In his present research, Professor Roe is inquiring into
recent advances in the understanding of cognitive de-
Illinois-Chicago
5
7
An understanding of law-related education appropri-
velopment as they relate to legal socialization. He believes
ately must attend to the hidden, as well as to the "offi-
that one's cognitive development and related knowledge
cially" stated curriculum. Professor Wilhelm's research
are significant factors in one's feelings, beliefs and capac-
seeks to identify in the daily teacher practice (instructional
ity to act with respect to expression, civic participation,
methodology) of 5-10 elementary school teachers the
and the law generally. Moreover, the lessons a child learns
manner by which young children are initially taught about
in how he or she learns are as important as, and contrib-
restrictions to and protection of an individual's behaviors.
ute to, the shaping of what he or she learns. The practi-
Professor Wilhelm will use the videotape, "I.00king
cal application of this research would help law-related and
at Young Children: Observing in Early Childhood Set-
other educators to engage in learning practices with their
tings' by the Racher's College Press, to train his ob-
students that are more conducive to values supporting jus-
servers. He will engage student teachers to act as
tice, fairness, and due process. The ideas would also be
participant observers of daily classroom routines. The stu-
applicable to high school students and prison inmates,
dent teachers will also interview the teachers regarding
constituencies of Professor Roe's two clinical programs,
their rationale for classroom rules and traditions and they
in the education of their present and future children.
will interview the students regarding their understanding
To establish a forum for ongoing research, Professor
of the concepts of law and order. Regular discussions will
Roe started a pilot family literacy program for prison in-
be held with the student teachers/researchers to probe
mates, which trains prisoners and their wives/girlfriends
their understanding of the instructional methodology em-
in child development and literacy skills and brings fami-
ployed in teaching about social boundaries and
lies with children under seven years of age together at the
expectations.
prison for reading, crafts, storytelling and other literacy
activities. An initial 8-week cycle was followed by a 9-
week cycle. The sessions have been observed and video-
taped and the participants have completed questionnaires
and been interviewed. Preliminary findings indicate sub-
Summary of Research Proposals
stantial knowledge and skill gains among adult par-
National LRE Invitational Research Seminar
ticipants. Further research is necessary to establish links
between expression, literacy and legal socialization. There
Below are summarEts of the other eight research proposals
will also be exit interviews and 3-month follow-up
included in the NationA Law-Related Education invita-
interviews.
tional Research Seminar:
1. Case Based Reasoning: A Novel Paradigm for In-
An Analysis of Initial Law-Related Education: Case
structional Research on Law-Related Education
Studies of Elementary School Pacher-Pupil Interactions
Researcher: Allan R. Brandhorst, Associate Professor of
Related to the Concepts of Law and Order
Education, University of North Carolina,
Researcher: Ron Wilhelm, Assistant Professor, University
Chapel II ill
of North Texas, Department of Elementary,
Professor Brandhorst planned to outline the Riesbcck and
Early Childhood and Reading Education,
Schank model of case-based reasoning, identify some re-
Denton, 'l'X
search questions pertinent to the operation of the model
Professor Wilhelm proposes that a basic role of formal
in law-related education settings, and distill those research
schooling is instilling in the nation's young children a
questions into hypotheses amenable to testing in public
knowledge of what is appropriate and inappropriate be-
school settings.
havior in the classroom and, by extension, in social rela-
tions outside school. The school experience is the scene
'leacher and Student Perspectives of K-12 Law-
2.
of most children's initial, systematic learning about so-
Related 'leaching and Learning: A Qualitative In-
cietal boundaries and behavioral expectations.
vestigation of the Explicit and Implicit LRE
In addition to specific academic content related to
Curriculum
citizenship education, teachers communicate to elemen-
Researchers: Jeffrey W. Cornett, Assistant Professor,
tary pupils information, rules, and expectations about
University of Central Florida College of
proper work habits, hygiene habits, and social habits in-
Education, Orlando and James J, Elliott,
cluding respect for authority and for the property of
Coordinator of Social Studies, The School
others. Teachers routinely transmit their expectations
Board of Seminole County, Sanford, FL
through class rules, through their daily interactions with
The researchers proposed to investigate the relationships
their pupils, and through "rituals of gond manners," such
between teacher thinking and teacher actions as evi-
as salutations and conflict resolution. An analysis of daily
denced in the law-related curricular and instructional be-
teacher practice and teacher-pupil interaction can reveal
havior of K-12 teachers in a local school district and the
the manner in which school children are taught the con-
impact of those actions on student perceptions of the
cepts of "law," represented in class rules, and of "order,"
curriculum.
represented in "rituals of good manners."
6
3. Attention to Law-Related Education in Elemen-
6. Zbe Impact of an International Law-Focus on
tag Social Studies Methods Courses: A Survey of
seco*troy Students Participating in
a Global
Practices and an Agenda for the Practical
Studies Course (tentative title)
Researcher: 0. I. Davis, Jr., Professor of Curriculum and
Researcher: Thomas J.
O'Donnell, Director,
Project
Instruction, University of Texas at Austin
P.A X.C.H., Northport-East Northport USED,
Northport, NY
Professor Davis proposed an investigation of the current
status of law-related education in the elementary social
Mr. O'Donnell planned a three-year study to explore
studies methods courses offered in the 45 state approved
whether the infusion of a strong international law focus
programs for the preparation of elementary school
(content) would enhance a newly emerging secondary
teachers in Texas colleges and universities. Based on in-
global studies curriculum in New York State. lie pr,posed
terviews of Texas' elementary social studies methods
to assess the impact of information acquisition in the con-
course instructors, he planned to recommend practical
tent area of international law on secondary school stu-
course suggestions for the inclusion of law-related edu-
dents. Thi: research design would initially involve the
cation in methods courses.
monitoring and measuring of ten pilot school districts'
staff and student participation in this project.
7. Linking the Judiciary to the Use of LRE
4. Investigation of Beginning 'Machers Implementa-
Researcher:Pat Stein, Assistant Professor, Eastern llinois
tion of LRE
University, College of Applied Sciences, Charleston, IL
Researcher: G. Dale Greenawald, Director, Center for
Professor Stein proposed research linking the judiciary to
University of
'leaching
Social
Sciences,
law-related education by 1) surveying members of the ju-
Northern Colorado, Greeley
diciary to discover their understanding, attitudes, and
Professor Greenawald planned to do an ethnographic
probable support for LRE; 2) surveying teachers and stu-
study of beginning teachers who, as a result of a secon-
dents to assess their attitudes and experiences of the ju-
dary social studies methods class, were interested in im-
diciary; 3) designing an effective judicial orientation and
plementing IRE in their classrooms. The study was
training program; 4) disseminating the program through
planned to focus on the variables that iacilitated or in-
the states; and 5) evaluating the effectiveness of the pro-
hibited the teachers in their implementation of IRE.
gram both in training and implementation.
8. Where and llow Do kachers "Learn" Their
1Mues?.. Implications for the Preparation of
kachers
5. juveniles in 'frouble with the Law
Researcher: William
Vanderhoof, Acting Chair,
II.
Researcher: Ellen Marrus, Clinical Fellow, D.C. Street Law
Department of Educational Foundations and
Project, Georgetown University Law Center,
Administration, Texas Christian University,
Washington, DC
Fort Worth, TX
Ms. Marrus planned to examine the similarities and differ-
Professor Vanderhoof planned to survey selected Anglo,
ences of t-vo different programs which use weekly law-
African American, and Hispanic elementary level teachers
related clic
(Hon classes to help rehabilitate juveniles who
(with follow-up interviews) to determine where and how
have been arrested. She planned to gather statistical in-
they learned the values which are related to their under-
formation on the juveniles to determine if they returned
standing and respect for the law, and what activities and
to the criminal justice system and it' the classes had an
methods seemed to them to be most effective in their
impact on keeping them out of trouble.
learning and understanding those values.
Bibliography of Publications Relevant to Research in LRE
In addition to the bibliography provided with David Naylor's
Cherryholmes, Cleo IT 1991. Critical Research and Social
article, the following publications are significant to research in
Studies Education. In Shaver, James P. (Ed.). Handbook of
law-related education:
Research on Social Studies Teaching and Learning. New York:
MacMillan Publishing Co.
Almond, F., and S. Verba. 1963. The Civic Culture: Political
Fielding, G., E. Kameenui, and R. Gersten. 1983. A Comparison
Attitudes and Democracy in Five Nations. Princeton, NJ:
of ;m Inquiry and a Direct I istruction Approach to Teaching
Princeton University Press.
Legal Concepts and Applications to Secondary School Students.
Journal of Educational Research 76:193-287.
Anderson, Charlotte C. and Lynda Carl Falkenstein (Eds.). 1980.
Daring to Dream: Law and the Humanities for Ekmentary
Giroux, H. A., and A. N. Penna. 1979. Social Education in the
Schools. Chicago: American Bar Association Special Committee
Classroom: The Dynamics of the Hidden Curriculum. Theory
on Youth Education for Citizenship.
and Research in Social Education 7 (I):21-42.
9
7
Cooperatis to
Hawkins, J. 13;wid and Denise M. Lishner, 1983,
Preissle-Goetz, Judith and Margaret D. LeCompte. 1984.
Eth-
Prevent Delimpwncy:
School-Based Approach.
nography and Qualitative Design in Educational Research.
Wit'ttt Ie., WA :
Center for Law and Justice.
York; Academic Press (currently being revised for a second
rA'ew
edition).
TheDct'L'lopnientofFolltical
Hess, R., an:1J. Torney. 1967.
Attitudes in C'hildren.
Chicago: Aldine.
Preissle-Goetz, Judith and Matgaret I). LeCompte. 1991.
Quzlitative Research in Sociai Studies Education. In Shaver,
Hunkins, E, I.. Ehmen, C. Hahn, P. Martorella andJ. Thcker,
James P. (Ed.).
Handbook of Research on Social Studies Teach-
1977.
Review of Research in Social Studies Education: 1970-
ing and Learning.
New York: MacMillan Pubiir.hing Co.
75. Arlington, VA: National Council for the Social Studies and
Social Science Education Consortium.
Remy, R. C. 1979.
Handbook of Basic Citizenship Competen-
cies: Guklelines for Comparing Materials, Assessing Instruc-
Hunter, R. 1987. LRE Practice and Delinquency Prevention
tion and Setting Goals.
Alexandri t, VA: Association for
Theory.
InternationaiJournal of Social Education 2
Supervision and Curriculum Development.
(Autumn):52-64,
Review of Research in Socia: Studies Education! 1976-1983,
Jacobson, M., and S. Palonsky. 1981. Effects of a Law-Related
Bulletin No. 75. Washington, DC: National Council for the Social
Education Program.
Elonentary SchoolJournal
82:49-57.
Studies; and Boulder, CO; Social Science Education Consortium.
Jaeger, Richard M. 1988.
Complementary Methods for Research
Schulman, L. 1987. Knowledge and Teaching; Foundations of
in Education.
Washington DC: American Educational Research
the New Reform,
Harvard Educational Review
57:1-22.
Association.
Shaver, James P. 1991. Quantitative Reviewing of Research. In
Johnson, G., and R. Hunter. 1987.
Using School-Based Pro-
Shaver, James P. (Ed.).
Handbook qf Research on Social Studies
Denver,
grams to Improve Students' Citizenship in Colorado.
Paching and Learning.
New York: MacMillan Publishing Co.
CO: The Colorado Juvenile Justice and Delinquency Prevention
Council.
Institution-
Social Science Education Consortium, Inc. 1989.
Boulder, Co.
alizing LRE Programs: Eight Case Studies.
Leming, J. S. 1986. Rethinking Social Studies Research and the
Goals of Social Education.
Solliday, M. 1983. Teaching Law-Related Education; An Illinois
Theory and Research in Social Edu-
cation
14 (2):139-52.
Study.
Indiana Social Studies Quarterly
36(2):18-21.
White, CharlesJ, 19'5.
Little, Judith Warren and Frances Haley. December 1982.
Law-Related Education in America:
Implementing Effective LRE Programs. ERIC Fact Sheet
Chicago; American Bar Association
Guidelines for the Future.
No. 8; (ERIC Order Number: ED 233928).
Special Committee on Youth Education for Citizenship,
Palonsky, S., and M. Jacobson. 1982. The Measurement of Law
White, Charles J. 1979.
Mandate for Change: The Impact of Law
Related Attitudes.Journal
Winter:
on Educational Innovation.
of Social Studies Research
Chicago: American 13ar Association
22-28.
Special Committee on Youth Education for Citizenship.
Patrick, John and John D. Hoge. 1991. Raching Government,
Civics and Law. In Shaver, James I'. (Ed.).
Handbook of Research
This bibliography was created with the assistance ()flames
on Social Studies 'Ii!aching and Learning.
New York: MacMil-
Schott, Senior Staff Associate, Social Science Education Con-
lan Publishing Co.
sortium, Boulder, (X)
1 0