Journal articles
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Dawe H, 'Learning achievement goal theory and teaching students legal problem solving'
Law Teacher (2019)
ISSN: 0306-9400 eISSN: 1943-0353
Abstract This article examines achievement goal theory and how it describes student approaches to learning. It adopts the 2 × 2 achievement goal framework and examines how mastery goal achievement orientation in students fosters better quality, deep learning and leads to better outcomes. It then explores how a mastery goal achievement approach in students can be encouraged through the use of scaffolding instruction. It looks at the use of scaffolding instruction in two particular contexts: creating a supportive classroom social environment and setting classroom and assessment tasks which are appropriately challenging in the context of setting legal problem questions. It examines the empirical evidence that encouraging mastery goal achievement approaches in students using these two methods can improve their deep learning and also their results. It also gives examples of the author’s own experience of using scaffolding instruction to improve students’ results, in particular as regards teaching legal problem-solving to business school students with no prior knowledge of the law or legal problem-solving.
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Published articles:
Learning achievement goal theory and teaching students legal problem solving, The Law Teacher, August 2019