Foster, Stuart J.; Hoge, John D.; Rosch, Richard H. (1999). Thinking Aloud about History: Children's and Adolescent's Responses to Historical Photographs. Theory and Research in Social Education, v27 n2 p179-214 Spr. Explores third, sixth, and ninth grade students' interpretations of historical photographs. Finds that the students' ability to date the photographs and determine why the photographs were taken improved with age without differences in gender and race; differences in regard to race occurred in students' inferences about the peoples' lives portrayed in the photographs. (CMK)…

Lasley, Thomas J. (1996). The Fabric of Peace: Adults Create the Pattern. Journal for a Just and Caring Education, v2 n4 p360-77 Oct. Teaching young people prosocial values and nonagressive responses to problems is challenging, especially in a culture valuing individuality and personal independence. This article describes two American value orientations (individual rights and multiculturalism) that engender personal aggression and outlines three strategies for coping with the cultural and educational realities that exacerbate social violence. (39 references) (MLH)…

Fernekes, William R. (1999). Human Rights for Children: The Unfinished Agenda. Social Education, v63 n4 p234-40 May-Jun. Discusses children's rights and the UN (United Nations) Convention on the Rights of the Child. Examines trends that relate to three rights of children (access to education, children and violence, and child health) and evidence of progress in establishing each right. Provides two model units that are linked to the NCSS (National Council for the Social Studies) curriculum standards. (CMK)…

Janosik, Steven M. (2005). Anticipating Legal Issues in Higher Education. NASPA Journal, v42 n4 p401-414. Learning how to recognize and anticipate the legal risks associated with student affairs practice is a crucial skill all successful administrators must develop. This can be done by developing a sense for scanning the broad legal environment and being aware of legal issues in other parts of the education enterprise. (Contains 1 figure.)…

Giesler, Mark (2005). Women in History. Journal of Women in Educational Leadership, v3 n1 p3-4 Jan. This article profiles Mary McLeod Bethune. Unlike many of her contemporaries, Bethune is not a household name. Despite the fact that she made major contributions in politics and education, she epitomized the quiet, passionate African-American woman of the mid-20th century, "the mothers of the race, the homemakers and spiritual guides." Bethune was one of 17 children of former slave parents. As a girl, she attended Scotia Seminary, a Presbyterian school that emphasized religious and industrial education. This experience led her to the Moody Bible Institute in Chicago, where she dedicated her life to serving God through missionary work. Later she was told there was "no work for Negroes in the missions of Africa." She began a career educating African American children. Among her influences then was an apprenticeship with Lucy Craft Laney, who taught her that educated black women should uplift their families by providing "moral, Christian leadership at home and… [Direct]

Kirshner, Ben (2005). Moral Voices of Politically Engaged Urban Youth. New Directions for Youth Development, n108 p31-43 Win. Youth activism represents a promising synthesis of two broad goals in moral education: the development of moral judgments about the social and political world and the ability to implement one's principles in action. Among working-class and poor youth, such commitments often take place in a context where inequities in resources, opportunities, and safety are salient, and thus discussions about justice, rights, and welfare are central features of moral and political identity development. The relationship between reflection and action is an enduring question for those interested in promoting moral development among young people. Educators have struggled to find effective methods for educating youth to think carefully about moral problems and also show moral commitment in their everyday lives. Some have argued for cognitive approaches, which emphasize reasoning, judgment, and reflection, while others have argued for character-based approaches, which emphasize virtues such as honesty,… [Direct]

Lee, Wing On (2003). Students' Concepts and Attitudes toward Citizenship: The Case of Hong Kong. International Journal of Educational Research, v39 n6 p591-607. This paper analyses the data obtained from the findings on Hong Kong, as a part of the IEA second civic study. Because the survey was conducted two years after Hong Kong's return to China, the findings reflect concepts and attitudes toward citizenship among Hong Kong students shortly after the change of sovereignty. The study shows that Hong Kong ranks highest in two aspects of citizenship: civic knowledge and attitudes toward immigrants. Hong Kong ranks lowest in attitudes toward the nation, support for women's political rights, confidence in participating at school, and open classroom climate. Moreover, Hong Kong students are most concerned about elections and freedom of expression, but are least interested in political parties. They are more interested in social-related citizenship issues, and try to avoid confrontational and activist politics. This suggests that Hong Kong students are concerned with citizenship issues and politics; are very knowledgeable, and while they are also… [Direct]

Lora-Kayambazinthu, Edrinnie (2003). Language Rights and the Role of Minority Languages in National Development in Malawi. Current Issues in Language Planning, v4 n2 p146-160 Apr. Minority languages in both industrialised and developing countries have seldom been considered as objects of serious study. The discussion recognises that linguistic minorities are not homogeneous in nature. Apart from their sociolinguistic settings, they also differ in their historical, cultural, and natural backgrounds which makes it difficult for one to discuss them in a single framework. However, their general discussion in this paper can be justified on the grounds of their distinctive rights and the factors leading to their low usage. The paper addresses the question of linguistic rights within the classic debate of balancing liberal freedom within the demands of a capitalist economy, of equity and efficiency. Thus, the relevant perspectives include the relationship between socio-economic development, political economy and language planning. Although the arguments over linguistic rights have at times been theoretical and ideological, this paper attempts to contextualise the… [Direct]

Reagan, Timothy; Rojas, Eliana D. (2003). Linguistic Human Rights: A New Perspective on Bilingual Education. Educational Foundations, v17 n1 p5-19 Win. Bilingual education has been an extremely controversial and contentious topic in recent years among both educators and the general public in the United States. Long a bastion of what some writers have called "ideological monolingualism," the United States has not demonstrated either great sensitivity to or tolerance of linguistic diversity historically. In this article, the authors discuss the case for bilingual education programs, though, from a somewhat different perspective from that generally offered by supporters and advocates of bilingual schooling in the United States. Most of the arguments in favor of bilingual education are grounded in defenses of the "effectiveness" of bilingual education programs–that is, in arguing that bilingual education is a good thing because it works. Although they believe this to be true, and briefly review the arguments and evidence for this claim, what they suggest here is that there is a far more powerful, and relevant,… [PDF] [Direct]

Beckham, Joseph C. (1985). School Officials and the Courts: Update 1985. ERS Monograph. Cases involving public elementary and secondary education that were decided in state and federal courts from July 1984 to June 1985 are summarized in this review. The cases were selected on the basis of their relevance to contemporary problems in public schools, their definitiveness as articulations of existing law, and their reliability as guides to educational policymaking and practice. Undue complexity and procedural considerations are avoided in the summaries. The summaries are categorized by subject matter into cases involving school boards and board members, administrators, finance, collective bargaining, teachers, pupils, religion, and torts and related statutory liability. Among the individual topics addressed in one or more of these categories are uses of facilities, academic policies, due process, employment practices, student transportation, use of federal funds, freedom of expression, searches, disciplinary procedures, voluntary prayer, freedom of religion, supervision…

Lufler, Henry S., Jr. (1984). Pupils. This chapter, which reports on decisions made by federal and state courts in 1983 concerning the treatment of pupils, notes that for the first time in five years the number of such cases did not increase. Important decisions were handed down regarding student expression and concerning the payment of fees and damages in litigation affecting the placement and treatment of handicapped students. The number of desegregation cases is declining, though a trend is discernible toward "second generation" discriminatnion cases within formerly dual districts where systemwide desegregation has officially been achieved. Among other topics addressed are tuition, placement, the right to education, and discipline in cases involving handicapped and exceptional children; testing, placement, tuition, attendance, and transportation issues in public schools; bilingual and bicultural programs; state involvement with private and parochial schools; athletic association rules and sex discrimination…

Ledun, Andree; Watson, Joan Q. (1981). Know Your Laws. French. This French language version of "Know Your Laws" consists of 24 self-contained modules designed to acquaint the Florida adult student with laws she/he will meet in everyday life; fundamentals of local, state, and federal governments; and the criminal and juvenile justice systems. (The 130 objectives are categorized in the first three levels of the Cognitive Domain and parallel the Adult Performance Level competencies.) Rationale and terminal performance objective are first presented. Each module may contain some or all of the following: objectives, vocabulary list with definitions, enabling activities, and handout(s). Topics covered include need for laws, driving laws and signs, voting, duties and responsibilities of citizens, consumer law, citizen rights, legal importance of name, need for lawyer, legal documents, social legislation, Florida police, local government, elected county government, state officials, Florida governor, Florida laws, how a bill becomes a law…

Ackerson, Leonor; Watson, Joan Q. (1981). Know Your Laws. Spanish. This Spanish language version of "Know Your Laws" consists of 24 self-contained modules designed to acquaint the Florida adult student with laws she/he will meet in everyday life; fundamentals of local, state, and federal governments; and the criminal and juvenile justice systems. (The 130 objectives are categorized in the first three levels of the Cognitive Domain and parallel the Adult Performance Level competencies.) Rationale and terminal performance objective are first presented. Each module may contain some or all of the following: objectives, vocabulary list with definitions, enabling activities, and handout(s). Topics covered include need for laws, driving laws and signs, voting, duties and responsibilities of citizens, consumer law, citizen rights, legal importance of name, need for lawyer, legal documents, social legislation, Florida police, local government, elected county government, state officials, Florida governor, Florida laws, how a bill becomes a law… [PDF]

Watson, Joan Q.; Ziembinski, Vera (1981). Know Your Laws. Czechoslovakian. This Czechoslovakian language version of "Know Your Laws" consists of 24 self-contained modules designed to acquaint the Florida adult student with laws she/he will meet in everyday life; fundamentals of local, state, and federal governments; and the criminal and juvenile justice systems. (The 130 objectives are categorized in the first three levels of the Cognitive Domain and parallel the Adult Performance Level competencies.) Rationale and terminal performance objective are first presented. Each module may contain some or all of the following: objectives, vocabulary list with definitions, enabling activities, and handout(s). Topics covered include need for laws, driving laws and signs, voting, duties and responsibilities of citizens, consumer law, citizen rights, legal importance of name, need for lawyer, legal documents, social legislation, Florida police, local government, elected county government, state officials, Florida governor, Florida laws, how a bill becomes a…

Watson, Joan Q. (1981). Know Your Laws. Italian. This Italian language version of "Know Your Laws" consists of 24 self-contained modules designed to acquaint the Florida adult students with law they will meet in everyday life; fundamentals of local, state, and federal governments; and the criminal and juvenile justice systems. (The 130 objectives are categorized in the first three levels of the Cognitive Domain and parallel the Adult Performance Level competencies.) Rationale and terminal performance objectives are first presented. Each module may contain some or all of the following: objectives, vocabulary list with definitions, enabling activities, and handout(s). Topics covered include need for laws, driving laws and signs, voting, duties and responsibilities of citizens, consumer law, citizen rights, legal importance of name, need for lawyer, legal documents, social legislation, Florida police, local government, elected county government, state officials, Florida governor, Florida laws, how a bill becomes a law…

LaMorte, Michael W. (2002). School Law: Cases and Concepts. Seventh Edition. This book examines the sizable body of school law that outlines legally defensible decisions. A substantial part of it contains edited, reported, and verbatim decisions. Historical perspective is provided, as well as specific case and statutory law. Chapter 1 discusses sources of law for educators, state school board policies, attorneys-general opinions, and local school board policies. Chapter 2 examines the extent of a state's and local school system's authority. Chapter 3 considers student interests, including freedom of expression, discipline, privacy, appearance, pregnancy, and marriage. Chapter 4 examines teacher-related issues including nonrenewal and dismissal, freedom of expression, academic freedom, protesting, teacher bargaining, and political activities. Chapter 5 provides historical perspective for the issues of desegregation. Chapter 6 addresses the legal status of individuals with disabilities. Chapter 7 provides a historical perspective for legal attacks on the… [PDF]

La Morte, Michael W. (1996). School Law. Cases and Concepts. Fifth Edition. Public school educators are aware that courts, over the last several decades, have played a significant role in establishing educational policy. This text attempts to address important issues in school law with an emphasis on those having an impact at the school-building level. Chapter 1 offers an overview of the sources of law and the court system in educational governance. Chapter 2 examines the extent of the state's and local school system's authority when individuals disagree with educational policy. Chapter 3 presents material regarding student rights, including freedom of expression, suspension and expulsion, corporal punishment, student searches, dress and grooming, pregnancy, education of disabled students, and extracurricular activities. Chapter 4 examines such teacher-related issues as dismissal, freedom of expression, academic freedom, drug testing, dress, employment discrimination, teacher bargaining, and political activities. Chapters 5 and 6 provide a historical…

Ballard, Keith D. (1990). Special Education in New Zealand: Disability, Politics and Empowerment. International Journal of Disability, Development and Education, v37 n2 p109-24. Recent changes in New Zealand educational administration are empowering parents to seek integration into mainstream classrooms for their children with disabilities. These changes include an emerging economic model of schools, the establishment of the right of all children to education in state schools, and recognition of the rights of Maori people. (Author/DB)…

(2007). Government Performance and Results Act Annual Report to the President and Congress, Fiscal Year 2006. National Council on Disability This report compares actual performance with the projected levels of performance set out in the National Council on Disability's (NCD's) annual performance plan. The findings of this report show a positive link between the allocated resources and NCD's performance. NCD's assessment review showed that it was successful in meeting its goals and achieving its intended results. NCD's FY 2006 activities promoted the full participation of people with disabilities in all areas of society by increasing access to assistive and universally designed technologies, expanding educational and employment opportunities, and promoting increased access into daily community life-the core of your New Freedom Initiative. These efforts were based on NCD's strategic goals: (1) Make evidence-based public policy recommendations that can enhance the lives of people with disabilities of all ages and backgrounds; (2) Educate the public and elected officials on disability issues; (3) Promote effective delivery… [PDF]

Daniel, Walter G.; Holden, John B. (1966). Ambrose Caliver: Adult Educator and Civil Servant. A major contributor to the field of adult education, Dr. Ambrose Caliver devoted much of his professional life to adult literacy. While this area continued to occupy his interest and best efforts, he also took an active role in such matters as displaced persons, human rights, public affairs, aging, and professional development of adult educators. Born in 1894, Caliver began his career as a high school principal in Tennessee. Before his death in 1962 he served in the following capacities: faculty member at Fisk University; specialist in the education of Negroes, United States Office of Education; organizer of the National Advisory Committee on the Education on Negroes; implementer of a number of national surveys, including the National Survey of Teacher Education, the National Secondary Education Survey, the National Survey of the Vocational and Educational Guidance of Negroes, and the National Survey of the Higher Education of Negroes; director of a number of workshops dealing with…

(1968). The Civil War and Reconstruction. Public Domain Edition. Grade Ten. Resource Unit IV. Project Social Studies. The tenth-grade resource unit, developed by the University of Minnesota's Project Social Studies, is the fourth in a series of six units on continuity and change in American civilization. The attempt to apply the egalitarian ideology of the Democratic Age to the Negro and the ramifications of this attempt upon the political system are analyzed. The Civil War is examined as a case study of a political system in times of crisis. The course is designed to teach attitudes and inquiry skills as well as generalizations and concepts. The inquiry approach to teaching is stressed. Preceding the main body of the unit are three sections on the following: 1) major historical points to be developed in the unit; 2) a list of unit objectives; and 3) content outline showing how different topics in American history can be used to teach the unit's major generalizations. The objectives, content, teaching procedures, and instructional materials to be used are specifically explained in the main body of… [PDF]

Andrias, Richard T. (1997). Seeking Justice for the Victim. Update on Law-Related Education, v21 n2 p22-23 Spr. Discusses the recent legislative, judicial, and executive efforts to advance the interests of the crime victim in the criminal process. These include victim impact statements, remuneration from felons, and victims' service agencies. National efforts include a proposed amendment to the Constitution supporting victims' rights. (MJP)…

Keeley, Elizabeth; Martin, Ralph C., II (1997). Defendants' Rights in Criminal Trials. Update on Law-Related Education, v21 n2 p24-25,28 Spr. Reviews the protections afforded by the Constitution for defendants in criminal trials. These include the right to a jury trial (in cases of possible incarceration), an impartial jury, and the requirement of a unanimous verdict. Defends the use of plea bargaining as essential to an efficient criminal justice system. (MJP)…

Purdy, Donald A., Jr. (1997). Seeking Justice in Federal Sentencing. Update on Law-Related Education, v21 n2 p31-35 Spr. Reviews the creation and accomplishments of the 1984 Comprehensive Crime Control Act. The legislation established the United States Sentencing Commission that works to eliminate unwarranted disparities in sentencing and has abolished parole at the federal level. Discusses how the guidelines work. (MJP)…

Quinlan, J. Michael (1997). Corrections, the Public Safety, and Offenders' Needs. Update on Law-Related Education, v21 n2 p36-38 Spr. Discusses the institutional mission and characteristics of local, state, and federal corrections facilities. Reviews the rights of prisoners and considers the interlocking components of a successful rehabilitation effort. Reports on future correctional issues such as in-house substance abuse programs and the aging of the prison population. (MJP)…

Carl, Ed.; Davis, James, Ed.; Guarneri (2008). Teaching American History in a Global Context. M.E. Sharpe Inc This comprehensive resource is an invaluable aid for adding a global dimension to students' understanding of American history. It includes a wide range of materials from scholarly articles and reports to original syllabi and ready-to-use lesson plans to guide teachers in enlarging the frame of introductory American history courses to an international view. The contributors include well-known American history scholars as well as ordinary classroom teachers, and the book's emphasis on immigration, race, and gender points to ways for teachers to integrate international and multicultural education, America in the World, and the World in America in their courses. The book also includes a "Views from Abroad" section that examines problems and strategies for teaching American history to foreign audiences or recent immigrants. A comprehensive, annotated guide directs teachers to additional print and online resources. This book contains five parts. Part I, Calls for Change,… [Direct]

Agezo, Clement Kwadzo; Davenport, Elizabeth K.; Sutton, Lenford (2006). Girls' Education in the United States and Ghana. International Journal of Educational Reform, v15 n2 p255-265 Spr. UN Secretary-General Kofi Annan (2000) delivered a speech at the World Education Forum in Dakar, Senegal, stating that, of the 110 million children in the world who should be in school but are not, two-thirds are girls. The lack of equality is contrary to the Universal Declaration of Human Rights, adopted in 1948, in which governments committed to the right to a free education to everyone at the elementary level. For the worldwide female population, the denial of the right to a free education is a double blow. In their daily lives, girls are often denied the equal rights of men and women as proclaimed in the UN Charter, which means, for most of the world's women, a life of poverty. Today, as Ghana attempts to educate its female population, it is important to remember that just 50 years ago, as this nation struggled to make educational opportunities a reality for all children, American girls as well as Blacks and other minorities were also disenfranchised groups demanding educational… [Direct]

Rossow, Lawrence F.; Stefkovich, Jacqueline A. (1995). Search and Seizure in the Public Schools. Second Edition. NOLPE Monograph Series, No. 54. Search and seizure in the public schools has long been a problem for both school authorities and law-enforcement officers. Students have also been known to have been deprived of their constitutional rights. Much of the problem stems from a lack of clarity in the application of the Fourth Amendment to the school setting. This monograph was written to provide a clear understanding of the standards presented by the Supreme Court in "New Jersey v. T.L.O." as well as answers to the issues left unresolved by the decision. The monograph also suggests some practical ways of applying search-and-seizure law to situations in the school setting. Following the introduction, section 2 describes issues related to students' rights and the Fourth Amendment. Section 3 lays out the reasonableness standard proposed by the Supreme Court: the higher probable cause standard that police follow is unsuited to the school environment. A model for the application of search-and-seizure law called TIPS…

Ahearn, Kathy A.; And Others (1993). Guidelines for School Districts Regarding the Rights of Students under Section 504 of the Rehabilitation Act of 1973. This memorandum to school administrators and other program directors in New York State summarizes guidelines regarding the rights of students with disabilities under Section 504 of the Rehabilitation Act of 1973 and its relation to Article 89 of New York's Education Law and the federal Individuals with Disabilities Education Act (IDEA). Specific issues addressed include: provisions of Section 504 relating to elementary, middle, and secondary education; school board policies and procedures pursuant to Section 504; comparison of Section 504 and IDEA; Section 504 and the right to free appropriate public education (FAPE); establishing policies to address mandates under all three of these laws pertaining to FAPE for students with disabilities; procedures for children under Section 504 who do not require special education or related services; assessment teams; accommodation plans; due process; discipline of children with disabilities covered by Section 504; and access to nonacademic and… [PDF]

Kopania, Margaret; Watson, Joan Q. (1981). Know Your Laws. Polish. This Polish language version of "Know Your Laws" consists of 24 self-contained modules designed to acquaint the Florida adult student with laws she/he will meet in everyday life; fundamentals of local, state, and federal governments; and the criminal and juvenile justice systems. (The 130 objectives are categorized in the first three levels of the Cognitive Domain and parallel the Adult Performance Level competencies.) Rationale and terminal performance objectives are first presented. Each module may contain some or all of the following: objectives, vocabulary list with definitions, enabling activities, and handout(s). Topics covered include need for laws, driving laws and signs, voting, duties and responsibilities of citizens, consumer law, citizen rights, legal importance of name, need for lawyer, legal documents, social legislation, Florida police, local government, elected county government, state officials, Florida governor, Florida laws, how a bill becomes a law…