Abstract
The authors present the results of an extended empirical investigation of law students' beliefs about how well they learn in work settings and which factors distinguish between settings where they learn well and those where they do not. The results resonate with a theory of ecological learning which they present in summary form. Through their data, based upon responses to more than 500 work experiences, they attempt to explore the validity of many of the current criticisms of workplace learning. Their analysis and findings cast doubt on the belief, reified by the MacCrate Report, that legal educators must participate actively in (if not control) a work experience in order for learning to occur.
Keywords
MacCrate Report, legal education, law students, work, workplace, learning
Disciplines
Legal Education
Publisher
Association of American Law Schools
Publication Date
3-1995
Rights Information
© 1995 Association of American Law Schools
Rights Holder
Association of American Law Schools
Permanent URL
http://iris.lib.neu.edu/slaw_fac_pubs/103
Recommended Citation
Journal of Legal Education, Vol. 45, No. 1 (March 1995), pp. 1-48.
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Notes
Originally published in Journal of Legal Education, Vol. 45, No. 1 (March 1995), pp. 1-48.