Established | 1972 |
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Founded at | Georgetown University (Georgetown University Law Center) |
Headquarters | 1010 Wayne Avenue, Suite 860, Silver Spring, Maryland 20910 |
Location |
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Coordinates | 38°59′37″N77°01′41″W / 38.993645°N 77.027964°W |
Website | streetlaw.org/ |
Street law is a global program of legal and civics education geared at secondary school students. Street law is an approach to teaching practically relevant law to grassroots populations using interactive teaching methodologies. Elements of practical law taught include awareness of human rights/civil rights, criminal breaches and transgression, democratic principles, conflict resolution, the advocacy process, criminal and civil law, employment and labor law, family law, and consumer rights.
The street law approach began in 1972 when Georgetown University Law Center developed a program that sent law students into high schools in Washington, DC to teach practical law lessons to high school students. Street Law, Inc., an outgrowth of the Georgetown program, develops and implements practical law education programs around the world. [1] Street Law, Inc. is a 501(c)(3) non-profit organization. Its main offices are located in Silver Spring, Maryland, USA.
Although street law traces its founding to Georgetown Law, it has spread to many law schools globally. Neither Georgetown Law nor Street Law, Inc. exercise vertical or indirect control over local street law programs. Within U.S. law schools, street law is typically run as a legal clinic or experiential learning module, where law students receive law school academic credit for participation. At other law schools, street law is run as a student organization or as an extracurricular activity, typically under direct faculty supervision.
In recent years, some law societies have adopted a model which sees street law run across their jurisdiction. Examples include Ireland and Scotland.
One core street law module is a teaching program wherein law students are sent into community schools to teach high school students age-appropriate lessons in the law. Within the U.S., this means that second and third-year law students are paired with secondary school classes where they regularly teach courses on law and legal subjects. There is significant autonomy and differentiation in the way that street law is taught nationally in the U.S. and globally, and street law expressly encourages law schools and law students to experiment with different teaching methodologies to account for different learning styles depending on age, culture, regional and state differences, and so on.
Other street law approaches include: teaching legal life skills to underserved populations; teacher professional development courses; partnerships with the legal community (both law firm and corporate) to teach about the law and legal careers to secondary students; teaching about rule of law, democracy and civil rights to populations in countries outside of the US; and publishing teaching resources.
Among other publications, McGraw-Hill has published a high school social studies textbook using this approach. [2]
McGraw-Hill has also published a high school government textbook co-authored by Street Law, Inc. [3]
McGraw-Hill also publishes Street Law: Understanding Law and Legal Issues, an informative law-based, civic learning text for use in the community college program. [4]
Education reform is the name given to the goal of changing public education. The meaning and education methods have changed through debates over what content or experiences result in an educated individual or an educated society. Historically, the motivations for reform have not reflected the current needs of society. A consistent theme of reform includes the idea that large systematic changes to educational standards will produce social returns in citizens' health, wealth, and well-being.
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The Georgetown University Law Center is the law school of Georgetown University, a private research university in Washington, D.C., United States. It was established in 1870 and is the largest law school in the United States by enrollment and the most applied to, receiving more full-time applications than any other law school in the country.
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University of Illinois Chicago School of Law is the law school of the University of Illinois Chicago, a public research university in Chicago, Illinois. Founded in 1899, the school offers programs for both part-time and full-time students, with both day and night classes available, and offers January enrollment.
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Inclusion in education refers to all students being able to access and gain equal opportunities to education and learning. It arose in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have the said mixed experience for them to be more successful in social interactions leading to further success in life. The philosophy behind the implementation of the inclusion model does not prioritize, but still provides for the utilization of special classrooms and special schools for the education of students with disabilities. Inclusive education models are brought into force by educational administrators with the intention of moving away from seclusion models of special education to the fullest extent practical, the idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy.
Science Research Associates (SRA) was a Chicago-based publisher of educational materials and schoolroom reading comprehension products. The company was acquired by McGraw-Hill Education in the early 2000s.
Content-based instruction (CBI) is a significant approach in language education, designed to provide second-language learners instruction in content and language. CBI is considered an empowering approach which encourages learners to learn a language by using it as a real means of communication from the very first day in class. The idea is to make them become independent learners so they can continue the learning process even outside the class.
A legal clinic is a legal aid or law school program providing services to various clients and often hands-on-legal experience to law school students. Clinics are usually directed by clinical professors. Legal clinics typically do pro bono work in a particular area, providing free legal services to clients.
The City University of New York School of Law is a public law school in New York City. It was founded in 1983 as part of the City University of New York. CUNY School of Law was established as a public interest law school with a curriculum focused on integrating clinical teaching methods within traditional legal studies.
The Centre for Clinical Legal Education is an institute of Palacký University Faculty of Law, which focuses on practical ways of teaching prospective lawyers. While most of the syllabus in the Faculty's five-year Master program of Law and Jurisprudence comprises the Law in Books, the Centre focuses on Law in Action.
Teaching for Change is a non-profit organization founded in 1989 and based in Washington, D.C., with the motto of "building social justice, starting in the classroom." This organization uses publications, professional development, and parent organizing programs to accomplish this goal.
Samuel D. Hodge, Jr. is an American professor, author, and public speaker with a specialty involving the intersection of law and medicine. He teaches law, anatomy, and forensics at Temple University and serves as a mediator and neutral arbitrator for the Dispute Resolution Institute.
Richard Francis Gunstone is an Australian academic and researcher. He is the Emeritus Professor of Science and Technology Education at Monash University. He has authored or co-authored 8 books along with various monographs and chapters and has published over a hundred research papers. He has coedited 6 books providing reports of contemporary research in a particular area of science education. His principle research areas include teaching, curriculum, assessment, teacher development, science, physics and engineering.
Mary J. Schleppegrell is an applied linguist and Professor of Education at the University of Michigan. Her research and praxis are based on the principles of Systemic Functional Linguistics (SFL), a theory derived from the work of social semiotic linguist Michael Halliday. Schleppegrell is known for the SFL-based literacy practices she has continuously helped to develop for multilingual and English language learners throughout her decades long career, which she began as an educational specialist before transitioning to the field of applied linguistics. As a result, her publications demonstrate a deep understanding of both the theories and practices related to teaching and learning.
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