Alsop, Steve; Dippo, Don; Zandvliet, David B. (2007). Teacher Education as or for Social and Ecological Transformation: Place-Based Reflections on Local and Global Participatory Methods and Collaborative Practices. Journal of Education for Teaching: International Research and Pedagogy, v33 n2 p207-223 May. This paper offers reflections on two transformative teacher education projects. The first a global communities module is set in a university in Vancouver and utilizes the lens of social ecology to examine the roles of teachers in bringing an awareness of local/global issues to their students' learning experiences. The second, a Canadian International Development Agency (CIDA) teacher education project located in rural Peru, involves the collaboration of universities in Canada, Mexico and Peru. The projects are united in their use of "critical place-based" transformative teacher education agendas and democratic participatory methods. We use our experiences in these projects combined with relevant literature to explore three questions: (1) What inspirations might be drawn from our critical place-based participatory approaches? (2) What might these approaches offer in response to the United Nation's Decade of Education for Sustainable Development [UNDESD]? (3) Does the UN… [Direct]

Black, Maggie (1994). Monitoring the Rights of Children. Innocenti Global Seminar (Florence, Italy, May 23-June 1, 1994). Summary Report. In spring 1994, a seminar involving children's rights activists and researchers was held to examine how the monitoring of children's rights, within the context of the United Nations Convention on the Rights of the Child, supports the monitoring of the goals agreed to at the World Summit for Children. The seminar also reviewed the state of the art of child rights monitoring; examined international, national, and sub-national monitoring efforts; and made recommendations to improve the monitoring of children's rights. This seminar report contains sections covering: (1) the monitoring process, including a discussion of indicators of progress and the need to combine watchdog and measurement activities; (2) the holistic vision of children's rights of the Convention on the Rights of the Child, and the clusters of survival, development, protection, and participation rights and provisions identified at the seminar; (3) monitoring at national, sub-regional, sub-national, and international…

Gonzalez, Orlando B. (1992). The Effects of an Inservice Program on School Administrators' Knowledge Concerning the Fourth Amendment's Applicability to Student Searches and Seizures. Findings of a study that examined the effect of a 13-week inservice program on administrators' awareness of laws governing student searches and seizures are presented in this practicum report. Four school-site administrators participated in the project once a week. Program activities included case analyses, role-playing exercises, and critical-thinking worksheets. Pre- and post-test surveys indicate that participants made significant gains in their knowledge and understanding of laws that regulate student search and seizure. Implications are that school districts must communicate legal information to school-site administrators and develop a district curriculum. Appendices contain a manual that outlines the relevant law regarding student search and seizure, critical-thinking worksheets, and survey findings. (Contains 37 references.) (LMI)…

Gibbs, Annette; Hendrickson, Robert M. (1987). The College, the Constitution, and the Consumer Student. ERIC Digest. Recent legal developments concerning college students and colleges and universities are summarized, with a focus on constitutional issues related to the rights of students to organize, the collection and allocation of mandatory student activity fees, and the protection of freedom of speech regarding commercial enterprises. The status of educational malpractice and implications for policy and practice are considered. Guidelines are included on students' First Amendment rights and ways to balance the constitutional rights of students and the prerogatives of the institution in regard to speech-related activities of student organizations. Consideration is given to court rulings concerning commercial solicitation, a form of commercial speech. Four requirements that must be satisfied to ensure implementation of free expression by vendors are identified, based on Supreme Court decisions about restrictions regarding time, place, and manner of individual expression. Policy considerations are… [PDF]

Burnim, Ira A. (1990). Strengthening the Role of Families in States' Early Intervention Systems: Policy Guide to Procedural Safeguards for Infants and Toddlers and Their Families under Part H of the Education of the Handicapped Act. This book presents recommended policies and procedural safeguards for programs serving infants, toddlers and their families under Part H of the Education of the Handicapped Act. Policies are presented in five chapters covering: (1) consent to assessment, evaluation and services; (2) notice of parents' rights and of proposed actions; (3) right to review and correct records; (4) confidentiality of personally identifying information; and (5) administrative procedures for resolving parents' complaints. In each section key provisions of Federal law and regulations are identified followed by annotated policy recommendations. Seven appendixes include a list of members of the Procedural Safeguards Task Force, a list of 64 recommended policies, an outline of relevant legislative history, and the texts of Part H of the Education of the Handicapped Act, Federal Regulations Implementing Part H, Federal Regulations Implementing Part B, and Federal Regulations Implementing the Family Educational… [PDF]

Goring, Mary Beth; Martindale, Maura E. (1989). Delivery of Services to Hispanic Families with Young Hearing-Impaired Children: One Model. Part I [and] Part 2. The number of Hispanic school-age children with hearing impairments in the United States is rising. Hispanic parents who discover that their baby has a hearing impairment lack basic information about deafness and experience guilt feelings about the cause of their child's hearing loss. They often do not know how to obtain information or medical care. Initiation of services in the school district often takes far too long, and parents are not familiar with the educational rights of their children. Parents do not understand how to care for, test, and encourage their child's use of hearing aids. The John Tracy Clinic in Los Angeles, California, is a private nonprofit agency that provides free educational, audiological, and psychological services to families that choose the oral communication option for their deaf children (ages birth through 6 years). The program is based on the principle that parents are their children's primary teachers of language. Hispanic parents undergo… [PDF]

Mills, Joseph A. (1978). The Implications of the Family Educational Rights and Privacy Act and How They Relate to the New Roles of College and University Counselors and Support Personnel. The Family Educational Rights and Privacy Act was passed in 1974 because some legislation was needed in order to discourage the abuse of individual rights due to the personal prejudices and/or disapproval of others. There are thousands of persons in American society who because of advanced educational training and a keen sense of perceptivity, can virtually control the lives of others who depend on them for guidance and help in decision making. Professional educators occupy a large segment of this perceptive elite. They possess far more influence over the lives of many people than some members of the profession realize. Thus, it is vital that educators be aware, continuously, of their attitudes and behaviors that directly influence the lives of millions who have given them the privilege of leadership. In higher education, counselors, financial aid personnel, admissions officers and student activities directors can literally make or break the academic career of a student, whether…

Conklin, Gerald T., Comp.; Wilcox, Christopher J., Comp. (1971). Inquiry. A Project of the Wisconsin Bar Foundation. This manual consists of comprehensive outlines of instruction programs to teach high school students about the U.S. laws and legal systems. The outlines are intended to supplement earlier program materials published by the Wisconsin State Bar and are keyed to instructional units in the master schedule. The teaching approach is one of continuous interchange between instructor and student. Included in each outline are a general goal statement, activities and exercises, supplementary materials, and suggestions for outside reading. Outlines are presented on the following topics: Disruption and Free Speech; Sample Current Laws; the Student Buyer; Landlord-tenant; the City, Ecology, and the Establishment; the Student at School; the Student at Home; Bill of Rights; Jobs and Business; Cars and Legal Problems; and Selective Service Law. (Author/RM)… [PDF]

Blanchard, Joseph D. (1972). The Testing of Native Americans. The Bureau of Indian Affairs Task Force on Testing has developed a testing policy to aid Native American students in securing quality education and to improve the quality of the Bureau's educational programs. The Task Force reached the conclusion that most if not all commercially available standardized or norm-referenced tests unfairly discriminate against the Native American in such a manner as to deprive him of equal education opportunity and the subsequent denial of equal opportunity in pursuing higher education and the attainment of economic freedom and security. The testing policy is based on two primary positions: that standardized tests developed on population norms, having as their primary purpose the ranking of students on inferential scales so they may be compared with one another, should be phased out, except as specified; and that criterion-referenced tests tied to curriculum content and integral with educational and behavioral objectives become the tests of choice. The…

Rhode, Deborah L. (1984). Conflicts of Interest in Educational Reform Litigation. American Journal of Education, v92 n4 p440-72 Aug. Explores conflicts between plaintiff in educational reform litigation and examines decisions, interviews, and case histories of disputes over busing, mainstreaming, and deinstitutionalization. Next, discusses the inadequacies of existing procedural mechanisms for coping with such problems, with a focus on the litigation of courts in dealing with class conflicts. (KH)…

Fiscus, James W., Ed.; Pollack, Ira, Ed. (2000). The Safety Zone, 2000. Safety Zone, v2 n1-3 Spr-Fall. This publication is concerned with how to keep schools safe. The spring 2000 issue "Zero Tolerance: Effective Policy or Display of Administrative Machismo?" (James W. Fiscus) discusses how difficult it is to determine just what zero tolerance means and reminds readers that schools were required to pass zero tolerance rules to remain eligible for funds under the Elementary and Secondary Education Act (ESEA). Other articles in the newsletter are "Check Your Free Resources First" (Michael S. Dorn; Karen Franklin; Sonayia Shepherd) and a guest column, "Student Voices: We Must Be Partners" (Jennifer McKay). The summer 2000 issue "Fighting Hate Speech" (James W. Fiscus) discusses hate crime statistics and current trends in hate groups. Other articles include a guest column, "Youth Summits Give Students a Voice" (Nisan Chavkin) and a student column, "Student Voices: Helpful Insults" (Zack Moore). The fall 2000 issue "New… [PDF]

Luby, Robert R. (1980). Detroit. Effects of Federal Legislation on Physical Education Programs in Three Big Cities. Journal of Physical Education and Recreation, v51 n1 p34-36 Jan. According to a report from Detroit, physical education programs generally seem to benefit more from federal legislation concerning equal educational opportunity than do academic programs, although both are visibly affected by the government mandates. (LH)…

Wickum, Beth (1992). Sexual Harassment in School: Protecting Students from Their Peers. Journal of Intergroup Relations, v19 n3 p13-18 Fall. Recent court decisions are putting educational institutions on notice that positive actions to prevent sexual harassment in schools may be required to limit the school's liability. Providing information about sexual harassment to students and school personnel will help ensure that all parties are aware of their rights and responsibilities. (SLD)…

Scott, Sally S. (1990). Coming to Terms with the "Otherwise Qualified" Student with a Learning Disability. Journal of Learning Disabilities, v23 n7 p398-405 Aug-Sep. This article discusses terminology in Section 504 of the Rehabilitation Act of 1973 referring to "otherwise qualified" individuals with disabilities, with particular reference to students with learning disabilities. Current practices and issues in implementing the law with learning-disabled students are evaluated in light of legal principles, and guidelines are offered. (Author/PB)…

(2005). Human Rights Education Can Be Integrated throughout the School Day. Childhood Education, v81 n3 p158-D Spr. Research indicates that few state departments of education have actually mandated human rights education in their schools. Clearly, individual teachers will need to take responsibility for the integration of peace education and human rights education. By integrating human rights education and peace education into the daily fabric of the school day, there is a potential in taking first steps toward the integration of human rights education. Here are a few ways to begin: (1) display a poster on the Declaration of the Rights of the Child or the Universal Declaration of Human Rights; (2) find a project that children can participate in–one that would be tangible to them; (3) expand children's global awareness by using a world map; (4) teach conflict resolution, modeling how to use it when a problem becomes evident; (5) clip articles from the newspaper and read them to the children each day; (6) use lesson plans expressly created for human rights education, such as those found in The…

Sorenson, Gail Paulus (1987). Employees. This first chapter of \The Yearbook of School Law, 1986\ summarizes and analyzes over 250 state and federal court decisions handed down in 1985 affecting the legal rights of employees of public schools and state education agencies. Among the topics examined are discrimination on the basis of race, religion, sex, national origin, age, and handicap; employees' constitutional rights to feeedom of speech, association, religion, and privacy and substantive due process; and employees' procedural due process rights related to liberty and property interests, the provision of notice of charges, and appropriate hearings. Other topics addressed are permissible personnel actions in cases involving claims of insubordination, unprofessional conduct, immorality, incompetence, and failure to comply with policies and statutes; legal questions raised by reductions in force and involuntary leaves of absence; contractual disputes over board policies, contract stipulations, administrative regulations,… [PDF]

Ambrogi, Robert; And Others (1978). A Handbook on Legal Rights of Developmentally Disabled People in Massachusetts. The handbook provides information in question-and-answer format on the legal rights of developmentally disabled persons, focusing on those in the state of Massachusetts. An introductory section discusses developmental disabilities and advocacy. The main section, on legal rights, covers such areas as discrimination (including Section 504 of the Rehabilitation Act of 1973); employment (including wages and fringe benefits); vocational rehabilitation (including sheltered workshops); health care (including medicaid and medicare); public benefits (including social security disability, veterans benefits, and food stamps); housing; transportation (including license plates for the handicapped); special education; recreation; money (banks, bills, and consumer rights); insurance; competence, guardianship, conservatorship, and other options; voting; family rights (including marriage, abortion, sterilization, and sexuality); rights in institutions and community residences; and criminal matters…

(2007). Promoting and Sustaining an Institutional Climate of Academic Integrity. Academic Senate for California Community Colleges This Academic Senate paper is in response to two resolutions from Fall 2005 concerning academic dishonesty. One resolution, 14.02, "Student Cheating," sought clarification on a System Office legal position that limits the ability of local faculty to fail a student for a single incident of academic dishonesty, and pending the result of clarification, to seek an appropriate Title 5 change. Resolution 14.01, "Student Academic Dishonesty and Grading," required the Academic Senate to investigate faculty legal and professional rights and obligations with regards to dealing with academic dishonesty, including options for grading, disciplinary action, definitions of academic dishonesty, a statement of best practices, and an explanation of student rights. The paper discusses the need for a culture of academic integrity that enriches the educational experience of students and faculty and, indeed, all individuals associated with the college as employees or community members…. [PDF]

Crawford, Barbara; Metcalf, Sandra (1986). The Nevada Study on The Holocaust. This study series on the Holocaust consists of four units designed for middle school/junior high and senior high students in United States and world history classes. The units may be self-contained or integrated into previous units of study. A 45-minute color video "Nevada Study on The Holocaust" accompanies this guide. The middle school unit focuses on propaganda and its uses in discrimination. The junior high school U.S. history unit provides an overview of discrimination in the United States and Europe in the first half of the 20th century and the Holocaust. The senior high school world history unit studies the rise of Nazism and the Holocaust. The senior high school U.S. history unit expands the study with an in-depth examination of the Holocaust. Resource materials are cited for further study. (EH)… [PDF]

Frazier, Louise; And Others (1981). Social Studies: Elementary School Guide for Teaching about Human Rights. Human rights are those essentials of human existence that are inherent in the species. They are moral claims that satisfy the basic needs of all human beings. Ten major goals and numerous objectives were developed to undergird the Detroit (Michigan) curriculum, and this guide is established around the 10 major goals for teaching students about human rights with activities and resources appropriate for elementary students. Each of the 38 lessons is structured around one of the major goals and provides objectives, learner outcomes, activities, and resources. The 10 goals help develop understandings that: (1) all people are interdependent; (2) all ethnic groups are unique and worthwhile; (3) the United Nations' Universal Declaration of Human Rights and the Declaration of the Rights of the Child are a goal for world peace and cooperation; (4) governments at national, state, and local levels affect one's human rights; (5) self-esteem in individuals is enhanced through the knowledge of…

Nash, Evelyn; And Others (1981). Social Studies: High School Guide for Teaching about Human Rights. The implementation of the Detroit (Michigan) human rights curriculum at the high school level is done through a series of classroom activities and resources appropriate for high school students. Each of the lessons is structured around one of the 10 major goals identified in the curriculum and provides objectives, learner outcomes, activities, and resources. Understanding the interdependence of people is carried out by having students engage in activities designed to show that the needs and wants of all people are the same and are provided by the earth's finite resources that are the heritage of all humanity. Various activities are designed to help students understand the similarities of ethnic groups, such as the study of the traditional "rites of passage" for different cultures. Among many activities designed to develop an appreciation of the United Nations' Universal Declaration of Human Rights, students are asked to describe documents that protect them from injustice….

Gilbert, Janet M. (1981). Justice Around the World: A Student Packet for Secondary Schools. Foreign Area Materials Center Occasional Publication 26. This learning packet contains seven modules designed to teach about human rights around the world. These activities may be integrated into different subjects within the social studies curriculum. For each module, the case studies are drawn from two of the five countries included in the "Handbook on Human Rights and Citizenship." Each module also contains learning objectives, class activities, and student reference materials. The packet is formatted so that student activities may be reproduced for distribution to the class. Module 1 focuses on developing a broader understanding of the definition of human rights through an in-depth examination of the "Universal Declaration of Human Rights." The activities in module 2 are designed to enhance the understanding of justice as it is observed or ignored at individual, institutional, national, and international levels. Activities in module 3 examine the issue of freedom of conscience and expression. The ways that… [PDF]

(1987). Government by the People, Government upon the People. A Comparison of Democratic and Undemocratic Forms of Government: The U.S. and the U.S.S.R. The goals of this learning packet are to: (1) increase understanding of the Soviet system; (2) enhance appreciation of U.S. constitutionally guaranteed rights; and (3) inform students of how governmental policies of both nations are reflected in the lives of ordinary people. The 17 reproducible lessons are designed to present: (1) the philosophy and structure of government; (2) the rights of citizens; and (3) with the work and home life of ordinary Soviet and U.S. people. In lessons 1-3, students define and distinguish between the political and economic systems of the United States and the Soviet Union. In lessons 4-9, students compare the rights to free speech, free press, fair trial, suitable punishment for crimes, free worship, and free movement in the United States and the Soviet Union. Students also analyze how government policies are reflected in the lives of contemporary Soviet dissidents and refuseniks, and they will study the U.S. judicial and political systems. In lessons…

Hines, Paul D.; Wood, Leslie (1969). A Guide to Human Rights Education. Bulletin 43. Background information and teaching suggestions are offered in this guide for implementing human rights ideas in existing social studies curriculum at the elementary and secondary grade levels in the United States. Emphasis is upon equal universal rights for every person as a concern of education and action. The introduction presents an address by Chief Justice Warren entitled \Continuing Action for Human Rights.\ The remainder of the guide is arranged into four chapters. Chapter one briefly traces the history of human rights from Hammurabi's Code up to 1945. Chapters two and three deal with man's continuing struggle for human rights after 1945 through agencies of the United Nations. These chapters focus on discussion of specific human rights documents; formation of human rights documents; conventions; the basis of, implementation problems of, and future development of human rights. In chapter four twenty strategies are suggested, ranging in scope from role playing activities to… [PDF]

(1984). Education Societies in Scotland. Scottish Educational Review, v16 n2 p140-42 Nov. Provides a summary of the goals and work of five organizations active in the study and development of education: SCOPE in Scotland, the Scottish Consumer Council, the Scottish Council for Civil Liberties, the Workers' Educational Association, and Scottish Institute of Adult Education. Includes addresses for obtaining further information. (JHZ)…

(2001). Ethnic and Race Relations in Austin, Texas. Policy Research Project Report, Number 137. This report, conducted by faculty and students in the Lyndon B. Johnson School of Public Affairs at the University of Texas, describes a survey on and interviews regarding ethnic and race relations among Austin, Texas residents and community leaders. Its six chapters include (1) "Introduction" (the research approach); (2) "Ethnic Minorities and the City of Austin: A Retrospective View" (segregation policies, desegregation efforts in the post Brown era, and the "gentlemen's agreement"); (3) "Ethnic Group Relations, Tolerance, and Discrimination" (perceptions of racial and ethnic relations in Austin, perceptions of interethnic tension, ethnic tolerance, and patterns of discrimination); (4) "Ethnic Community Views of the City of Austin and Its Services"; (5) "Current Reconciliation Efforts in Austin" (the Austin Human Rights Commission, the Council for Community Reconciliation, the Citizen's Review Board, the Citizen's Policy…

Misgeld, Dieter (1994). Human Rights and Education: Conclusions from Some Latin American Experiences. Journal of Moral Education, v23 n3 p239-50. Describes the history and role of human rights education in Latin America. Links these efforts with relevant political histories, cultural phenomena, and social movements. Maintains that occurrence human rights violations are a basic initial stimulus for human rights education. (CFR)…

Hall, Kermit L. (1995). Dignity, Honor, and Civility: "New York Times v. Sullivan.". OAH Magazine of History, v9 n2 p33-36 Win. Maintains that "New York Times v. Sullivan" (1964) was the greatest political libel case ever decided by the Supreme Court. Asserts that it is a monument to the idea that open political discourse is the best guarantee of democratic self-governance. (CFR)…

Lowy, Richard (1991). Yuppie Racism: Race Relations in the 1980s. Journal of Black Studies, v21 n4 p445-64 Jun. Racism surfaced in the 1980s at the very time Americans believed that equality and justice had prevailed. Yuppie racism refers to post-1960s born, post-Vietnam educated young people being led to believe that racial intolerance was over, shielding them from the need to examine their own attitudes and position in society. (CJS)…

Buckel, David S. (2000). Legal Perspective on Ensuring a Safe and Nondiscriminatory School Environment for Lesbian, Gay, Bisexual, and Transgendered Students. Education and Urban Society, v32 n3 p390-98 May. Provides a historical background on the gay, lesbian, bisexual, transgendered, and queer/questioning (GLBTQ) legal turf, describing legal tools available for challenging school violence and harassment. Discusses the related legal work on behalf of GLBTQ teachers in public schools and addresses the legal defense of student groups, which play a vital role in creating and maintaining a safe school environment. (SM)…