Godin, Jeanne; Langlois, Lyse; Lapointe, Claire (2005). The Leadership of Heritage: Searching for a Meaningful Theory in Official-Language Minority Settings. Journal of School Leadership, v15 n2 p143-158 Mar. This article has two purposes: the first is to give a voice to school leaders in official-language minority schools; the second is to present an empirically based critical analysis of some of the main current models in the field of educational leadership in order to verify whether they are relevant in official-language minority settings. This original perspective is gleaned from a research project that is currently being conducted in official French-language minority schools across Canada. The article presents a brief explanation of the Canadian context with regard to the constitutional rights of official-language minorities to education in their language, describes the method used to conduct the first phase of the research project, and presents some of the main findings. (Contains 5 footnotes.)… [Direct]

Ricks, Irelene (2004). The 50th Anniversary of Brown v. Board of Education: Continued Impacts on Minority Life Science Education. Cell Biology Education, v3 n3 p146-149 Fall. This article provides a brief history of affirmative action in the United States. The author describes the impact of the "Brown v. Board of Education" on minority life science education. She also discusses how The American Society for Cell Biology (ASCB) Minorities Affairs Committee (MAC) can improve the minority science pipeline. (Contains 1 table.)… [Direct]

De Pitta, Maurizio; De Santis, Rita (2005). Rome, Italy: The Lexicon–An Italian Dictionary of Homophobia Spurs Gay Activism. Journal of Gay & Lesbian Issues in Education, v2 n3 p99-105. The "Lexicon", published in Italy under the auspices of the Papal Council for the Family, provides a dictionary of terms (such as gender, homosexuality, and homophobia) that the Vatican has found problematic in their use. This essay discusses implications as well as the consequences if the "Lexicon" is adopted as a reference textbook by educators or used in parochial and public schools and details Italian activists' challenge to its use and sale. The authors conclude by raising questions on the freedom of speech and the role of education and educators in reducing prejudice and encouraging greater tolerance. (Contains 2 notes.)… [Direct]

La Noue, George R. (2005). Michigan's Homework Assignment. Academic Questions, v18 n2 p49-56 Mar. The puzzlement that followed Justice O'Connor's convoluted opinion in "Grutter" is evolving into a remarkable consensus by players on both sides of the question on the use of race/ethnicity in academic settings. George R. La Noue examines new guidelines from The College Board: Science, Technology, and Mathematics professors; and major educational organizations about the steps to be taken to meet judicial strict scrutiny standards. Implementing these steps, however, by quantifying a "critical mass" of minorities without creating a quota, and then determining how much of the mass can be created through race neutral means, has remained an elusive assignment that few, if any, universities have completed. (Contains 34 notes.)… [Direct]

Clarke, Paul T. (2004). Public Education, Constitutional Values and the Supreme Court of Canada: Has Our Highest Court Offered a Balanced Approach to Judicial Decision-Making?. Education and the Law, v16 n2-3 p145-172. Since the advent of the "Canadian Charter of Rights and Freedoms", the Supreme Court of Canada (SCC) has rendered judgments in four cases where individual educational stakeholders have alleged violations of their constitutional rights. In three of the cases, "R. v. Jones", "Eaton v. Brant County Board of Education", and "R. v. MRM", decisions of educational authorities have been the subject of challenge. A Board of Inquiry's decision has been contested in a fourth case, "Ross v. New Brunswick School District No. 15". The court has also adjudicated two decisions affecting the constitutional rights interests of individual educational stakeholders on the basis of administrative law principles. These decisions are: "Trinity Western University v. British Columbia College of Teachers" and "Chamberlain v. Surrey School District No. 36". In four of the six cases ("Jones", "Ross", "Eaton" and… [Direct]

Hendrie, Caroline (2004). In U.S. Schools, Race Still Counts: Despite Progress, Challenges Loom. Education Week, v23 n19 p1, 16-19 Jan. Since the historic moment of "Brown v. Board of Education of Topeka," much has changed in American life and education. By today's standards, the notion that black children could be consigned to separate schools solely because of their skin color–in a nation founded on principles of freedom and equality–seems unconscionable. Fifty years after racially segregated schooling was pronounced unconstitutional, one-race public schools, and even virtually one-race districts, still exist. Despite a growing number of thoroughly integrated schools, many remain overwhelmingly white or minority. And schools with many black and Hispanic children, especially if most of those pupils live in poverty, often come up short on standard measures of educational health. In this article, the author emphasizes the role that race continues to play in American schools, and the impact brought about by "Brown v. Board of Education" to American education…. [Direct]

Gewolb, Josh; Silverglate, Harvey A. (2003). FIRE's Guide to Due Process and Fair Procedure on Campus. FIRE's Guides to Student Rights on Campus. Foundation for Individual Rights in Education (NJ1) Students should know their rights and liberties, and they need to be better informed and better equipped about how to assert and defend these precious things. The protectors of students' rights and liberties–those faculty, administrators, parents, alumni, friends, citizens, advisors, and attorneys who care about such vital matters–should understand the threats to freedom and legal equality on campuses, the moral and legal means of combating those threats, and the acquired experience of recent years. To that end, the Foundation for Individual Rights in Education (FIRE) offers this \Guide to Due Process and Fair Procedure on Campus,\ part of a series of such guides designed to restore individual rights and the values of a free society to the nation's colleges and universities. These guides also should remind those who write, revise, and enforce campus policies of the legal and moral constraints that restrict their authority. The sooner that colleges and universities understand their… [PDF]

Hayden, Richard J. (1982). The Right to Privacy for Juveniles: A Review for School Counselors. This paper, addressed to school counselors, provides background information concerning the rights of privacy for juveniles. A brief introduction notes the recent changes in juvenile rights and the expansion of the school counselor role and responsibility. The first section presents a general statement of the right of privacy primarily through English common law, American case law and the Warren and Brandeis Right to Privacy article (1890), which still acts as a catalyst in contemporary case law and legislation. The second section reviews the four categories of right of privacy as defined by Prosser in 1960: Appropriation – of a person's name or likeness for the defendent's benefit and advantage; Intrusion – on the plaintiff's solitude by intentionally and purposely prying; Public Disclosure – of private facts; and False Light – publicity which creates false light in the public eye. The third section discusses the extension of the right of privacy to juveniles as clients of school… [PDF]

Gehring, Donald D.; Young, D. Parker (1981). Students. Court cases involving the relationship between institutions of higher education and their students during 1980 are discussed in this sixth and final chapter. A number of cases concerned constitutional issues such as rights of expression, due process, and association; separation of church and state; and freedom from undue search and seizure. Also considered are cases involving university regulation of students and policies on tuition, admissions, housing, graduation, athletics, financial aid, and student organizations. The impact of parent and spouse support, issues affecting law students, and questions relating to jurisdiction in cases involving students are also discussed. (Author/MLF)…

Fiske, Edward B. (1979). Finding Fault with the Testers. New York Times Magazine, p152-62 Nov 18. An overview of the Educational Testing Service (ETS) of Princeton, NJ is presented. A New York State legislature truth-in-testing bill now requires: reporting of student scores and access to answer sheets, publishing of questions used, reporting on test research, and assurances of confidentiality. Implications for ETS are discussed. (MLW)…

Ty, Reynaldo R. (1992). Teaching Children's Rights in the Philippines. Social Education, v56 n4 p220-21 Apr-May. Discusses the teaching of children's rights in the Philippines. Suggests that the provisions of the U.N. Convention on the Rights of the Child remain ineffective if not disseminated in companion programs. Argues that no rights exist without obligations. Describes nongovernmental organization, broadcast media, and government programs. (DK)…

Beachum, Floyd D.; McCray, Carlos R.; Pauken, Patrick (2004). Taboo Dating in the 21st Century at Payton High School. Journal of Cases in Educational Leadership, v7 n3 p12-21. This case is about the clash between traditional community values and multicultural values in the context of same-sex couples at a high school prom. Within this context, a new principal must deal with competing personal and professional values, as well as the competing divergent views of district level administrators, school board members, teachers, staff members, parents, and students. This case addresses issues of First Amendment freedom of expression and association, Fourteenth Amendment due process and equal protection law, harassment, violence, legal liability, institutional policymaking, and ethical leadership…. [Direct]

Cassimere, Ralph, Jr. (1988). "Plessy" Revisited: Louisiana's Separate and Unequal University System. Equity and Excellence, v24 n1 p12-21 Fall. Discusses the resistance of both Blacks and Whites to the federally mandated integration of the Louisiana State University system and an end to its "separate but equal" policies. Emphasizes the role of the National Association for the Advancement of Colored People (NAACP). (FMW)…

Croddy, Marshall (1993). Reviewing the Verdict: Issues of the Police, Justice, Change [and] Instructor's Guide. This document consists of a study unit and an accompanying teacher's guide prepared to assist teachers and community groups in discussing some of the legal and constitutional issues raised by the verdict in the Rodney King beating case. The study unit's first section, "Trial and Verdict," examines such issues as the public perceptions of the state criminal trial, the prosecution's burden of proof, the use of reasonable force, and the verdict in the case. Section 2, "Aftermath," explores aspects of the incident including the second, federal trial of the defendants, the concept of double jeopardy, and the role of plea bargaining. Student activities underscore many of the principles and ideas that the King beating and trials raise. Activities include questions for discussion, role playing scenarios, and policy analyses. The document concludes with a bibliography of sources, including governmental records, newspapers, periodicals, media resources, curriculum…

Clark, Todd, Ed. (1981). Police Patrol Game Kit. A packet of game materials, designed to help young people better understand what the law is, what the police officer's duties are, and what pressures and fears the police officers experience daily, is presented. The game, designed for a group of 20 to 35 students, contains: Teacher's Manual, Attitude Survey Master, Observer Evaluation Master, Police Manual, Police Call Sheets, Wall Visuals, and Short Case Studies (Wall Factuals). A schedule is provided for classroom use covering from one to five class periods. Twelve role-play scenarios are included: (1) "You are called to a bar on a drunk and disorderly call"; (2) "After receiving a tip that a child is being abused by her parents, you question the parents"; (3) "You see a car full of men cruising suspiciously in a shipping district late at night"; (4) "You are called to settle a domestic quarrel between husband and wife"; (5) "You are called to investigate a prowler report"; (6)… [PDF]

Cadwallader, Lynn (1979). Nathaniel Topliff Allen, Early Professional and 19th Century Risk Taker. Nathaniel T. Allen's life (1823-1903) offers insights into 19th century professionalization of education in the United States. His independent political views set him apart as a strong-willed and dauntless supporter of equal education opportunity. Appointed by Horace Mann as principal of a model school connected with the first public normal school in the United States, Allen later ran his own school for 50 years. He attracted students from throughout the world and promoted racial integration, coeducation, kindergarten, nature studies, and physical education. As an agent of Henry Barnard, he studied European education. Correspondence with Mann, Frederick Douglass, Booker T. Washington, Lucy Stone, Wendall Phillips, and various students portray Allen as an educational pioneer who opposed typical 19th century apolitical entrepreneurship among educators and administrators. Allen's work was summed up by the Massachusetts Schoolmasters Club which referred to his school in 1903 as the best…

Gallagher, Joan; Wood, Robert J. (1974). Constitutional Law–Elective. The elective unit on Constitutional Law is intended for 11th and 12th grade students. The unit is designed around major course goals which are to develop those concepts whereby students recognize and understand the following three topic areas: 1) Role of the Federal Judicial Branch of Government, 2) Supreme Court Cases Involving the Three Branches of Government, and 3) Supreme Court Cases that Relate to Civil Liberties. Teaching strategies used are questioning techniques to stimulate classroom discussion. Under each topic are statements of which the student is to gain an understanding, suggested questions related to the understanding, and answers to the questions. To successfully use this unit, the students and teachers must have access to resource materials mentioned in the course. (Author/RM)… [PDF]

Stedman, Donald J., Ed. (1972). Current Issues in Mental Retardation and Human Development. Presented are four papers from a conference on mental retardation and families (1971). In the first paper, research is cited to show that current educational programs do not adequately exploit children's potential, and that child centered programs which ignore family/community influence do not significantly influence children's adjustment and achievement. Recommended among supports for families is establishment of a National Institute on the Family, which might compile research, foster advocacy groups, or lobby for family agencies and programs. Described next is a language research/demonstration training program, in which training of 40 retarded children, 16- to 36-months-old, begins with primitive and moves in stages to complex language use, and parents are taught to train their children. In the third paper, the author uses the Pennsylvania and other court cases to describe use of litigation for achieving access to education for all retarded children, for creating new forums, for… [PDF]

Deming, Stuart H. (1997). Drugs: The Unstated Draconian Costs. Update on Law-Related Education, v21 n2 p11-12 Spr. Outlines the dramatic changes in the laws covering drug activity over the last 20 years. Federal sentencing guidelines now mandate much longer prison terms depending on the drug and type of activity. Simultaneously, courts have expanded legal definitions and approaches involving prosecution. Discusses the controversy over these developments. (MJP)…

McKinney-Browning, Mabel (1997). Protecting Offenders' Rights. Teaching Strategy. Update on Law-Related Education, v21 n2 p39-41 Spr. Presents a lesson plan that requires students to analyze an upcoming Supreme Court case concerning the constitutional rights of a convicted offender. Student handouts include a case study worksheet and an overview of the case. Students complete the worksheet, conduct small group discussions, and arrive at their own decisions. (MJP)…

Leeman, William P. (1999). American History Websites for Use in Secondary Schools. Social Education, v63 n3 p144-51 Apr. Provides a list of U.S. history Internet sites for secondary school social studies teachers that are suitable for students. Explains that the websites are categorized by time period and includes brief descriptions of their features. Gives a general list of U.S. history websites and a list of questions for website evaluation. (CMK)…

Moreland, Kevin L. (1995). Use of a Statement of Test Taker Rights in Employment Testing. Professionals often seem to view guidelines, standards, and the like, not to mention legal mandates, as adding to their work load. It is argued that a widely promulgated set of test taker rights would actually make the work of personnel selection professionals easier. The California court case Soroka v. Dayton-Hudson Corporation, in which test takers sued because of some questions pertaining to religion on the employment test, illustrates some of the pitfalls of personnel selection tests as they are generally administered. A 12-point \Rights of Test Takers\ is proposed that clarifies that test takers have rights that include courteous and fair treatment, explanations about test purposes and use, clear explanations of test results and their consequences, review of records, and confidentiality as allowed by law. Well-prepared proctors will be able to deal with the questions posed because test takers are aware of their rights. Presenting a list of rights and answering questions might… [PDF]

(1994). Women's Educational Equity Act. A Review of Program Goals and Strategies Needed. Report to Congressional Requesters. This report reviews the U.S. Department of Education's Women's Educational Equity Act (WEEA) Program. First authorized by Public Law 93-380, the Education Amendments of 1974, this program awards grants and contracts to eligible recipients for interventions to: (1) provide educational equity for women; (2) help educational institutions meet the requirements of Title IX of the Education amendments of 1972 prohibiting sex discrimination in all educational institutions receiving federal funds; and (3) provide educational equity for women and girls who suffer multiple discrimination based on sex and on race, ethnic origin, disability, or age. There are four basic questions addressed in the report: (1) What interventions were implemented, by whom, for what audiences, and at what costs, and did these activities continue beyond the grant period?; (2) Did these activities hold promise of promoting educational equity for women, and did they reflect the requirements of the legislation?; (3)… [PDF]

(1993). Foundation Level Training. Module Two: Changing Times. Participant's Manual. This participant's manual covers "Changing Times", the second module of a four-module training program for all individuals employed in programs funded by Oklahoma's Developmental Disabilities Services Division. This includes van drivers, recreation workers, residential staff, administrators, case managers, secretarial/clerical staff, vocational staff, advocates, physicians, psychologists, and others. The primary objective of the module is to have the participant understand and apply the principle of normalization to the concepts of rights and values of people with developmental disabilities. Secondary objectives focus on perceptions of individuals with developmental disabilities through various periods of history, congregate settings, legislative rights and other rights, types of abuse and neglect, values of individuals with developmental disabilities, the importance of the principle of normalization for improving public images for people with developmental disabilities as… [PDF]

(1996). Conversations with Leaders in the Law. Law Day 1996: The U.S. Constitution, the Original American Dream. Designed to extend Law Day's impact, this program gives lawyers, judges, and other community leaders the opportunity to teach important lessons about the United States Constitution and the federal government. It is intended to stimulate opportunities for students to reflect on the country's constitutional heritage and gain appreciation for the value of an informed, active citizenry for a constitutional democracy. Through the Conversations program, prominent legal leaders are brought together with students in grades 6-12. The program encourages lively, informative exchanges between students and those vested to uphold the Constitution and protect the guarantees that the framers intended. The guide includes: a description of the program; tips on selecting conversation leaders; a description of formats for the conversations; tips on successful presentations; ideas on three conversation topics (voting rights, freedom of expression, amending the constitution); resources on the… [PDF]

Shekleton, James F. (1996). Campus Life and Government Investigations. This paper discusses the proper way to conduct official government investigations on college campuses within the framework of the Fourth Amendment to the United States Constitution which protects against unreasonable searches and seizures. The article emphasizes that this amendment lays the groundwork for the limitations on the exercise of governmental power to inspect the property or to detain members of the populace. After discussing various facets of this application of the Fourth Amendment to search and seizure on college campuses, the article argues that, as a practical matter, universities should review their search policies to assure that they will remain within the special needs doctrine and to devise procedures that fit the contours of special needs jurisprudence. The article refers to various court decisions in the course of the discussion to buttress the author's arguments. The author further argues that university policy should carefully limit the scope of warrantless… [PDF]

Foster, Jan; Simonds, Betty (1995). Vocational Education Assessment Kit. Revised. This assessment kit has been designed to assist local school districts in Michigan in evaluating their vocational education programs for compliance with Title IX. The information that is collected and tabulated can be used by the districts in planning efforts to achieve Title IX compliance and sex equity in vocational education. The assessment kit includes worksheets, checklists, and surveys that will gather information in the following areas: (1) high school and area center student vocational education enrollments by sex, by class, and by program area; (2) staffing patterns–districtwide, at the middle school and high school, and within the vocational education department; (3) vocational education program requirements; (4) potential barriers in the physical facility; (5) resources and materials that support recruitment or retention of nontraditional students in vocational education; (6) other recruitment and retention efforts; (7) student perceptions and concerns regarding… [PDF]

(1996). Bienvenido a los Estados Unidos. Una Guia para Refugiados (Welcome to the United States. A Guide for Refugees). First Edition. This guidebook provides Spanish-speaking refugees being resettled in the United States with general information about what they will encounter and the services they can receive in their first months in the country. This is the Spanish version, and is available in several other languages. The book is distributed to overseas processing agencies, refugees overseas who have been approved for U.S. admission, and service providers. Refugees are advised that most Americans value self-reliance and individual responsibility, but that in general people respect those who ask questions about the new culture they are entering. All refugees are assigned to a relocation agency as they arrive in the United States, and housing is made available for the first month. The following topics are addressed: (1) pre-arrival processing; (2) the role of the resettlement agency; (3) community services; (4) housing; (5) transportation; (6) employment; (7) education; (8) health; (9) managing your money; (10)…

(1992). Communication and the ADA (Effective Communication and Accessibility). This brief fact sheet addresses the following concerns about effective communication and accessibility under the Americans with Disabilities Act (ADA): requirements under the ADA for achieving effective communication (e.g., provision of necessary auxiliary communication aids and services); identification of necessary communication aids and services (e.g., expressed preference of the individual); strategies for achieving effective communication; examples of communication aids and services; examples of communication barriers; requirements for communication accessibility under the ADA; examples of readily achievable structural barrier removal strategies; signage and symbols of communication accessibility; discriminatory policies and practices which must be modified; and ways to ensure cost effective ADA compliance. (DB)… [PDF]

Kloss, Heinz (1998). The American Bilingual Tradition. Language in Education: Theory and Practice No. 88. The history of language policy in the United States is explored, focusing on the rights of language minorities. The first chapter presents constitutional and ethnolinguistic background information and gives an overview of the main categories of language rights. Chapter two describes the extent to which the federal government has or has not made use of and promoted languages other than English. The third chapter outlines American achievements in toleration-oriented minority rights, and the fourth examines minority rights extended to promote language use among post-independence immigrant groups. Chapters five through eight describe the promotive language rights granted in various geographic areas, including mainland United States (large old- settler groups and smaller groups of original settlers), outlying areas that became states, and overseas possessions that did not attain statehood. Contents are indexed. (Contains 694 references.) (MSE)… [PDF]