Law Classroom Research Articles

Application of BOPPPS Collaborative Case Teaching Method in Construction Law Classroom Instruction

This study focuses on students majoring in Engineering Management and explores the teaching model of the BOPPPS Collaborative Case Teaching Method in the Construction Law course. The research involves reforming the teaching model, introducing construction law cases, utilizing online platforms, and improving evaluation methods. The aim is to “activate” the classroom, shifting from traditional teaching to guided learning, achieving a synchronous resonance between teaching and learning. This approach intends to provide students with the time and space to enhance their ability to explore new knowledge and analyze and solve problems. It also seeks to improve students’ awareness of engineering and law, cultivate their innovative abilities, and contribute positively to enhancing the quality of talent cultivation in higher education institutions.

Reflection on the teaching of ideology and Morality and the Rule of Law under the guidance of Marxist practical philosophy

"Based on the ideological and moral and the rule of law classroom teaching students to “bear the era of national rejuvenation” understanding of this article, from the perspective of marxist practice philosophy, the teaching content, so as to persuade students theoretically, guide students ideologically, promote students’teaching goal in practice."

问题导学教学法在初中道德与法治课堂中的运用研究

问题导学教学法在初中道德与法治课堂中的运用研究

Retracted: System Analysis of the Learning Behavior Recognition System for Students in a Law Classroom: Based on the Improved SSD Behavior Recognition Algorithm

Retracted: System Analysis of the Learning Behavior Recognition System for Students in a Law Classroom: Based on the Improved SSD Behavior Recognition Algorithm

Encouraging Collaboration in a Business Law Classroom: Two Activities That Challenge and Engage

Journal of Legal Studies EducationVolume 40, Issue 1 p. 5-51 Original Article Encouraging Collaboration in a Business Law Classroom: Two Activities That Challenge and Engage Michael R. Koval, Corresponding Author Michael R. Koval [email protected] Professor of Business Law, Salisbury University, Salisbury, Maryland Professor of Business Law, Salisbury University. E-mail: [email protected]Search for more papers by this author Michael R. Koval, Corresponding Author Michael R. Koval [email protected] Professor of Business Law, Salisbury University, Salisbury, Maryland Professor of Business Law, Salisbury University. E-mail: [email protected]Search for more papers by this author First published: 31 May 2023 https://doi.org/10.1111/jlse.12129 Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Volume40, Issue1Winter 2023Pages 5-51 RelatedInformation

Stepping out of the ivory tower into fire and flood: Climate activism and the academy

In early 2022, an unprecedented flood event in Lismore, New South Wales plunged an entire community into trauma and chaos. I draw upon this event to highlight the imperative for climate activism in the academy. Activist research, and activist teaching in law classrooms, are already reshaping the law of the Holocene in response to the climate crisis and will increasingly do so. I suggest that, in light of their ecological privilege, academics must also modify their personal and professional conduct. We must all be climate activists, if only because climate will spare none of us.

Advancing Queer-inclusive International Human Rights Law Education in Nigerian Classrooms through Indigenous Storytelling: Stories from a Law Classroom at Eko (Lagos, Nigeria)

ABSTRACT This study grounds itself in contact theory and imagined contact theory to argue that contact and simulated/imagined contact with queerness contributes to the eradication of homophobic prejudices. Using international human rights soft law – the African Commission on Human and People’s Rights’ Resolution 275 on the protection against violence and other human rights violations against persons on the basis of their real or imputed sexual orientation or gender identity – for its persuasive effect, this study seeks to centre the importance of attitude-focused work in the advancement of queer rights as well as in the engagement with queer-inclusive soft law standards in Nigeria, and more specifically in Nigerian universities. Based on an empirical storytelling intervention conducted at the University of Lagos, this study seeks to demonstrate the potential of the joint use of indigenous storytelling and Resolution 275 as attitude-focused and empathy-driven advocacy tools for advancing queer rights in Nigeria, In doing so, the study contributes to reimagining soft law and queer rights advocacy in terms of pedagogies as well as queer Nigerian classrooms as sites for queer rights advocacy.

Teaching and Engaging Adult Law Learners in a Singapore Business Law Class—A Reflection of Legal Teaching Strategies

In an environment that aims to promote lifelong and adult learning, legal education needs to be acutely aware of the different skill and learning aptitudes among adult students as well as their motivation and interest. I present a case study of a first-year undergraduate law course, law of business organisation, at the Singapore University of Social Sciences where I used various adult teaching techniques, a strategy of gamification, and digital tools to engage and spark an interest in my law classroom. Overall, students have found the approach successful in cultivating their interests and developing their practical skills. The findings speak to broader concepts of active engagement and developing their practical knowledge to aid law students in their learning and future careers. Albert Einstein once said that ‘it is the supreme art of the teacher to awaken joy in creative expression and knowledge’. 2 The article is divided into five parts, the first part provides an overview of the pedagogy of adult teaching and learning, the second part provides an overview of generic curriculum approaches at the law school, the third part covers the tailored approach to teach adult learners, the fourth part examines in further detail specific teaching methods for a business law module which I am course leader for, and the fifth part explores the effectiveness of these teaching methods.

Cultivating more inclusive classrooms and practice‐ready graduates with voice and video assignments

Voice and video learning tools can efficiently and effectively strengthen the traditional law school classroom to meet the evolving needs of our students and the profession. These tools respond to transitions in legal education as faculty cultivate more inclusive classrooms, adapt to changing bar exam methodologies, and add professional identity formation to their teaching objectives. These reforms also weigh on institutions at a moment of jolting and deepening wellness concerns affecting students, staff, and faculty alike, necessitating scalable tools that build community. Voice and video learning tools, such as VoiceThread and Flipgrid, offer sustainable supplements to traditional courses and materials that are well-suited for the family law classroom. These tools engage students in advocacy, client counseling, and policy debates that are more inclusive, interactive, and self-efficacious than Socratic dialogue and traditional casebook practice problems alone. These tools empower students to argue motions, deliver legislative testimony, advise clients, explain rules, and interpret statutes. Students apply rules in practice-based settings while cultivating their voices as lawyers and engaging with peer colleagues collaboratively. The professor pivots critically and symbolically from a “sage on the stage” to a “guide on the side.” These more intentional and equitable approaches to classroom management better meet the needs of modern students and align with intersecting curricular reform goals. Voice and video assignments thus offer both symbolic and substantive pedagogical improvements, dynamically promoting professional identity formation, practice readiness, inclusion, and wellness.

Using experiential learning to create an inclusive classroom, promote equity, and develop professional identity

Using experiential learning to create an inclusive classroom, promote equity, and develop professional identity

We need to talk about trauma: Integrating trauma‐informed practice into the family law classroom

AbstractThe reality of law schools being hotbeds of toxic stress is not new. Most law schools already have instituted student wellness initiatives focused on supporting students through the rigors of law school, and spotting outside stressors which impact students' legal education and providing support. While these initiatives are crucial, lessons about healthy boundaries, combating toxic stress and the role of trauma, need to be further integrated into law school curricula. The field of trauma‐informed practice presents a rich set of tools from which to accomplish these goals. While trauma‐informed practice has implications for all of legal education, the focus of this essay is on the teaching of family law. Law school family law courses create an ideal platform for incorporating a trauma‐informed perspective and introducing law students to trauma‐ informed skills. While some law school clinics introduce and implement principles of trauma‐informed practice to law students, it is less common that trauma‐informed practice is introduced through traditional doctrinal or skills classes. This article will explore how an understanding of trauma and trauma‐informed practice can inform how family law courses are taught in United States law schools.

Introduction: Family court review special issue dynamic pedagogy in the family and juvenile law classroom: Experiential and in‐class exercises

Introduction: Family court review special issue dynamic pedagogy in the family and juvenile law classroom: Experiential and in‐class exercises

Student response systems in the family law classroom

This pedagogy article provides advice for Family Law professors about using student response systems. Although the included problem sets are specific to Family Law, the advice about using student response systems is applicable to all law professors. This article includes practical advice for any law professor who teaches Gen Z students, has a HyFlex course, or needs to engage in formative assessment.

System Analysis of the Learning Behavior Recognition System for Students in a Law Classroom: Based on the Improved SSD Behavior Recognition Algorithm

Classroom teaching activities have always been the focus of research in the field of pedagogy. The main body of classroom teaching activities is students, and students’ classroom behavior status can reflect classroom efficiency to a certain extent, making it an important reference index for classroom quality assessment. With the rapid development of artificial intelligence, school education is gradually becoming more intelligent. At present, most of the classrooms are equipped with video equipment. These videos record the real behavior status of the students in the classroom. For example, by analyzing the data, combining artificial intelligence, deep learning, and other related technologies with education to develop behavioral intelligence, the analysis system has a certain positive effect on helping the reform of classroom education. This study proposes an improved SSD behavior recognition model. The network model is optimized and the model convergence speed is accelerated based on the RMSProp optimization algorithm Through a database of 2,500 images of five behaviors, including raising hands, sitting up, writing, sleeping, and playing with mobile phones, and using them as object detection datasets, we use the OpenCV library to extract frames from classroom screen recording videos as image data sources for student behavior recognition and face recognition. Finally, an improved method is proposed to change the virtual network to MobileNet and complete the fusion function. The results show that compared with the traditional SSD method, the improved model has a significantly improved effect in recognizing small objects and the recognition speed is not significantly reduced.

The Migration of Mexican Legal Scholars: Causes and Perspectives for the Future

This article aims at describing the status of migration of Mexican legal scholars around the world. It defines who a legal researcher is, who performs and gets paid for this activity in Mexico and explains why the most common teaching method in law classrooms (magister dixit), alongside other factors like centralization, drastically hinders the production of original legal knowledge in Mexican law schools. The article presents data obtained through a survey presented to National Council for Science and Technology (CONACyT) scholarship recipients who studied abroad between 2012 and 2020. With said information, the author asserts that Mexico City students monopolized the scholarships to study abroad during the period in question. Moreover, evidence points out that most students awarded a scholarship came from socioeconomically privileged backgrounds, even though their schools did not produce original legal research. The article concludes with the assessment that the legal education system, the lack of academic professional opportunities and poor wages offered by the academia leave Mexican graduate law students with no other alternative than to join the private sector or effectively remain in the country where they decide to study.

Design and Implementation of IoT Data-Driven Intelligent Law Classroom Teaching System

In this paper, we conduct in-depth research and analysis by building an IoT data-driven intelligent law classroom teaching system and implementing it in the actual teaching process. Firstly, the application requirements and main functions of the classroom interactive system are analysed and studied in depth; the overall design of the classroom interactive system based on wireless communication is carried out; and the classroom interactive system consisting of teacher's receiver, wireless receiver, student's handheld terminal, teacher's receiver upper computer software, student's handheld terminal upper computer software, and data management website is developed. Platform and communication part: middleware comprises multiple modules such as real-time memory event database, task management system, and event management system. The system uses USB communication, serial time-sharing communication, Zigbee wireless communication, WebSocket, and other technologies to realize data communication between several modules, and some key technologies are studied and improved in detail. Finally, the system is deployed to the actual experimental application scenario, and the software and hardware construction of the IoT innovation lab is completed. The lab equipment is officially put into use, the information platform is also in the trial run stage, and the system is tested in time during the operation stage to provide the basis for the improvement of the system functions. Use data to conduct an in-depth analysis of learning situations and learning process analysis, optimize the reasonable construction of a personalized learning environment, serve personalized learning, and achieve the most optimal learning effect. The secondary development of the Turing robot provides a personalized auxiliary Q&A system for teaching, allowing artificial intelligence-assisted teaching to be integrated into the curriculum. With the help of teaching law courses, the empirical study demonstrates that the personalized learning environment has significant advantages in improving teaching effectiveness.

How the Pandemic Flipped My Perspective on Flipping the Tax Law Classroom

How the Pandemic Flipped My Perspective on Flipping the Tax Law Classroom

How the Pandemic Flipped My Perspective on Flipping the Tax Law Classroom

How the Pandemic Flipped My Perspective on Flipping the Tax Law Classroom

We Need to Talk About Trauma: Integrating Trauma-Informed Practice into the Family Law Classroom

We Need to Talk About Trauma: Integrating Trauma-Informed Practice into the Family Law Classroom

Enlivening the law classroom: Let students speak, not just sit

Enlivening the law classroom: Let students speak, not just sit