Teaching & Learning in Legal Education

The Journal of Legal Education is the journal of record for the American legal academy, published by the Association of American Law Schools in its role as the learned society for the study of law and legal education. The Journal’s primary purpose is to provide AALS member schools and faculty with articles of timely relevance to a wide array interests and areas of expertise. The Journal serves as a meaningful way for faculty and others to keep abreast of the most recent thinking, trends, and changes in the legal academy. With a readership of more than 10,000 law teachers, the Journal offers authors an unusually effective medium for communicating with the law school world. ISSN 0022-2208

The Journal is a peer-edited publication dedicated to high-quality articles designed to enhance law teaching. The Journal has an emphasis on full length scholarly articles but will also publish quality essays, book reviews, and other shorter form scholarly works. The Journal staff and Editorial Board of nationally recognized legal pedagogy scholars conduct selection, edits, and peer review of all publications. ISSN 2996-0509

The Clinical Law Review is a semi-annual peer-edited journal devoted to issues of pedagogy and theory concerning clinical and externship education, lawyering, and social justice. The Review seeks to promote the scholarship impact of and synergies in the work of clinical law teachers, externship teachers, and other scholars. The Review is jointly sponsored by the Association of American Law Schools (AALS), the Clinical Legal Education Association (CLEA), and New York University School of Law. ISSN 1079-1159

Issue No. 3 of each Volume is The Teaching Issue, publishing articles that explore effective teaching and learning for a discrete topic in legal education. ISSN 0036-3030