Judicial decisionmaking is relevant to almost every aspect of public administration education. This relevance requires that an effort be made to include judicial analysis in curricula. However, this effort may be thwarted by the apparent inaccessibility of legal reasoning to both professors and students. This article discusses how to fill some of the gaps in knowledge about legal procedure that professors may have and offers different perspectives on teaching law in public administration classes. In addition, the author develops a framework that students can be taught to use to analyze individual cases.
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