Connecting Instruction and Management in a Student-Centered Classroom
Ms. Thompson's seventh grade stu dents have been studying the solar system and are busily working in cooperative learning groups. Each group has been assigned one planet and their objective is to create a description of a being that could live on "their" planet. Because Ms. Thompson has done a good job of orches trating positive interdependence, students are relying on their groups to achieve their objective while the teacher serves as a facilitator (Johnson, Johnson, Holubec, & Roy, 1988). The noise level here is slightly higher than in the typical classroom as students interact with each other and fulfill their assigned roles. The teacher explained the rules for behavior to the students prior to beginning the project: "Keep hands, feet, and objects to yourself," "Let others have a chance to speak," and "Contribute to your group." She has predetermined consequences for both appropriate and inappropriate behavior and shared those with the class. Ray and Bill have been having trouble getting along together and today does not seem to be an exception as they continue to "pick on" each other. Even though a warning has been issued to both students, there is yet another altercation between them. Ms. Thompson explains, "Boys, this means detention for both of you." Ray turns pale and looks upset. Bill continues poking Ray with his pencil and says, "Detention's no big deal. I don't care." Ms. Thompson explains to Bill that a call to his par ents will be made. The classroom environment promoted by this teacher is typical of many middle school teachers. The instruction was creative and student centered, but the classroom management techniques were expedient and teacher centered. There can be little doubt that an inter
The Junior High School: A Changing View.
the departmentalized program of the high school with its relatively greater emphasis on subjects and specialization. These differ ences are becoming much less sharp, how ever, as subjects are once again being pushed downward, as departmentalization of vari ous sorts is again spreading in the elemen tary grades, and as vertical curriculum plan ning in the major subjects makes more progress. That is, there are the distinct signs, commented on in Professor Broudy's paper and elsewhere, that the differences between the last years of the elementary school and the first ones of the high school—junior, senior, 4-year, or 6-year—are not nearly so severe and distinct as a decade ago, or indeed as many feel they should be. However needed a transition is
Corporations and the Market for Law
The state competition for corporate law has long been studied as a distinct phenomenon. Under the traditional view, corporations are subject to a unique choice-of-law rule, the internal affairs doctrine (IAD). This rule is explained as a historical accident, or by the special logistics of the corporate contract. The resulting market for corporate law appears to have special characteristics, particularly including the dominance by the single state of Delaware. This paper challenges the traditional view. It shows that the corporate law market is best understood as a special application of the general market for law. Any differences are matters of degree rather than kind, and are explained by considerations underlying enforcement of all choice-of-law contracts rather than by factors unique to corporations. It follows that theories of corporate competition that ignore the broader law market context are incomplete, and that the competition for corporate law carries lessons for the law market generally. Moreover, the connection between the corporate and other law markets has implications for the nature of corporate law, the constitutional status of the IAD, the scope of the IAD, and for the relationship between state and federal law.