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ERIC Number: ED220391
Record Type: RIE
Publication Date: 1981-Dec
Pages: 73
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Law-Related Education Evaluation Project, Final Report. Phase II, Year 1.
Turner, Mary Jane; And Others
The impact of six elementary and secondary law related education (LRE) projects on students' knowledge, attitudes, and behavior is examined. Other effects of LRE examined included possible effects on student skills, classroom attendance, discipline, relations with students, school-community interaction, and treatment of youthful offenders by juvenile justice system personnel. Teachers' use of LRE materials and strategies was also examined. Evaluated were the following six projects: (1) the American Bar Association's Special Committee on Youth Education for Citizenship; (2) the Children's Legal Rights Information and Training Program; (3) the Constitutional Rights Foundation; (4) Law in a Free Society; (5) the National Street Law Institute; and (6) the Phi Alpha Delta Law Fraternity International. Of the more than 75 sites at which at least one of the projects was conducting activities, 19 were chosen for intensive data collection. Research methodology included interviews, survey questionnaires, and direct classroom observation. Overall findings showed that when legal education is implemented in accordance with prescriptions for the development of sound LRE programming, the classroom learning experience favorably affects factors which are directly related to socially approved behavior: commitment, attachment, involvement, belief in the moral validity of social rules, equality of opportunity, and positive labeling. One limitation of the research was the small sample population. The appendix contains a brief description of each project's goals and major features. (RM)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. for Juvenile Justice and Delinquency Prevention (Dept. of Justice/LEAA), Washington, DC.
Authoring Institution: Social Science Education Consortium, Inc., Boulder, CO.; Center for Action Research, Inc., Boulder, CO.
Identifiers: N/A
Note: Some charts containing small print are marginally legible.