Teaching the irrelevance of law on criminal procedure
Bibliographic Data
| ID | 15317226 |
|---|---|
| Authors | Christopher E Smith (0009-0008-6831-4141, Michigan State University, corresponding author) |
| Year | 1996 |
| Volume | 7 |
| Issue | 1 |
| Pages | 45-58 |
| Publication date | 1996-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Criminal Justice Education (JOURNAL) |
| Journal identifiers | ISSN: 1051-1253 • E-ISSN: 1745-9117 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/10511259600083581 |
| OpenAlex | W2075398450 |
| Language | EN |
| Citations received | 2 |
| References cited | 5 |
The traditional methods of teaching constitutional criminal procedure by using legal casebooks and separate law courses impair our students' ability to understand the impact of law on criminal justice. Students could more clearly comprehend law in context if faculty members taught legal topics in regular courses on policing, courts, and corrections. This paradigm shift would require faculty members to critically examine whether our current replication of law school methods and materials fulfills the broad purposes of criminal justice curricula. Additional informationNotes on contributorsChristopher E. Smith I am grateful to Candace McCoy, Peter Manning, George Cole, Dennis Payne, Ronald Kramer, and Harry Stumpf. My thinking has been shaped by my conversations with these colleagues, but they bear no responsibility for my analysis and conclusions. I also wish to thank the anonymous reviewers and Marv Zalman for their constructive comments and criticisms
Criminal justice · Criminal law · Criminal procedure · Criminology · Political science · Sociology · Law · Law in Society and Culture · Legal Education and Practice Innovations · Psychology
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,07 |
| Citation span | 1998 - 2016 (19) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |