School Law

Spannungsfeld zwischen Art. 6 II GG, einem Recht auf Bildung des Kindes und dem staatlichen Bildungs- und Erziehungsauftrag aus Art. 7 I GG und die Frage, ob in der Verwirklichung von elterlichem Erziehungsauftrag, Wächteramt, Kindeswohl und Organisation eines staatlichen Schulwesens durch das Gesetzesrecht noch eine zusätzliche Komponente eines REchts auf Bildung des Kindes Platz findet.

In this essay I discuss the legalities of school uniform in both private and public school settings. I explore uniforms within Jewish Orthodox girl schools and present a possible uniform policy that enables freedom of expression of students, while maintaining a commitment, and emphasis, to the laws of Jewish modesty

Abstract


Falsifying Teacher Absences: Irremediable Conduct? Crawley v. Board of Education of the City of Chicago. A Legal and Policy Analysis

Todd A. DeMitchell, Ed.D. (University of Southern California)
Professor Emeritus of Education Law & Policy (formerly John & H. Irene Peters Professor of Education, Lamberton Professor of Justice Studies, & Distinguished Professor)
University of New Hampshire
62 College Road
Durham, NH 03824
todd.demitchell@unh.edu
(603) 964-1357

Shantel Palacio, M.P.P.A. (University of Massachusetts, Amherst)
Doctoral Student & Graduate Assistant, Ph.D. Program Leadership & Policy Studies
University of New Hampshire
62 College Road
Durham, NH 03824
shantel.palacio@unh.edu


Debra Crawley, a tenured teacher in the Chicago Public Schools, was dismissed for irremediable conduct. On three separate occasions she used sick leave and falsified the documentation characterizing the absences as sick leave and instead went on vacation, including a trip to Norway, and personal trip to New York. The facts were not in dispute. What was in dispute was whether she was entitled to a notice (remediable conduct) prior to her dismissal.
This article explores the majority and the dissent of the Appellate Court of Illinois, First District, Sixth Division. The majority found the decision of the school board that Crawley’s behavior was irremediable, thus a warning notice was not required and was not “against the manifest of evidence.” The dissent argued that the plaintiff’s conduct was remediable.
The article first discusses the impact of student absences and teacher absences on student achievement. The article concludes with a discussion of policy responses and documentation of irremediable behavior.

Teachers may have students who are English Language Learners (ELLs) in their classes. In the Eastern Kentucky region of Appalachia, there are at times limited numbers of ELLs in regular classes, making effective modifications and accommodations challenging for regular classroom teachers. While the teaching of ELLs in regular classes is a nationwide topic, limited research has been conducted in this region of Appalachia related to the teaching styles of educators and how such styles relate to the instruction of English Language Learners (ELLs) in the educators’ classes.
This research study examined how the teaching styles of pedagogues in the Eastern Kentucky region of Appalachia related to their instruction of English Language Learners (ELLs) in their regular classroom settings. A consolidated quantitative survey that measured teaching styles and the pedagogue’s perspectives related to teaching ELLs was administered.
The statistical analyses of the results of the consolidated survey suggested that there may be a relationship between teachers with either an “Expert” or “Facilitator” style of teaching and their willingness to provide effective accommodations and instruction for ELLs. There were various limitations related to this study, which included the COVID-19 pandemic, limitations related to the survey instrument, and potential other limitations related to the instruction of ELLs. Suggestions for future study include research studies that might involve the two teaching styles of “Expert” and “Facilitator” and how these two styles relate to the instruction of ELLs.

Purpose: The purpose of this study is to describe the underlying topics and the topic evolution in the 50-year history of educational leadership research literature. Method: We used automated text data mining with probabilistic latent topic models to examine the full text of the entire publication history of all 1,539 articles published in Educational Administration Quarterly ( EAQ) from 1965 to 2014. Given the computationally intensive data analysis required by probabilistic topic models, relying on high-performance computing, we used a 10-fold cross-validation to estimate the model in which we categorized each article in each year into one of 19 latent topics and illustrated the rise and fall of topics over the EAQ’s 50-year history. Findings: Our model identified a total of 19 topics from the 1965 to 2014 EAQ corpus. Among them, five topics—inequity and social justice, female leadership, school leadership preparation and development, trust, and teaching and instructional leadersh...

Abstract


Falsifying Teacher Absences: Irremediable Conduct? Crawley v. Board of Education of the City of Chicago. A Legal and Policy Analysis

Todd A. DeMitchell, Ed.D. (University of Southern California)
Professor Emeritus of Education Law & Policy (formerly John & H. Irene Peters Professor of Education, Lamberton Professor of Justice Studies, & Distinguished Professor)
University of New Hampshire
62 College Road
Durham, NH 03824
todd.demitchell@unh.edu
(603) 964-1357

Shantel Palacio, M.P.P.A. (University of Massachusetts, Amherst)
Doctoral Student & Graduate Assistant, Ph.D. Program Leadership & Policy Studies
University of New Hampshire
62 College Road
Durham, NH 03824
shantel.palacio@unh.edu


Debra Crawley, a tenured teacher in the Chicago Public Schools, was dismissed for irremediable conduct. On three separate occasions she used sick leave and falsified the documentation characterizing the absences as sick leave and instead went on vacation, including a trip to Norway, and personal trip to New York. The facts were not in dispute. What was in dispute was whether she was entitled to a notice (remediable conduct) prior to her dismissal.
This article explores the majority and the dissent of the Appellate Court of Illinois, First District, Sixth Division. The majority found the decision of the school board that Crawley’s behavior was irremediable, thus a warning notice was not required and was not “against the manifest of evidence.” The dissent argued that the plaintiff’s conduct was remediable.
The article first discusses the impact of student absences and teacher absences on student achievement. The article concludes with a discussion of policy responses and documentation of irremediable behavior.

From Falsifying Teacher Absences: Irremediable Conduct? Crawley v. Board of Education of the City of Chicago. Legal and Policy Analysis by Todd A. DeMitchell and Shantel Palacio. DeMitchell is Professor Emeritus of Education Law & Policy, Education Department and Justice Studies Program, University of New Hampshire. Palacio is a Ph.D. student and graduate assistant in Leadership & Policy Studies at the University of New Hampshire.

Private schools rarely have to follow state policies and guidelines. However, when utilizing state funded programs, there is indeed the possibility they will need to follow the same guidelines as public schools. I discuss the legalities involved in using the services of a synagogue charitable organization and its volunteers for a state funded Summer Transitional Program within the school.

School policy making can be rather complex for both public and private school leaders as state and federal laws, especially those that pertain to education, are elusive and open to interpretation. One of the ways schools offset costs is through the usage of school volunteers, however, as expected, their rights within the school are a complicated issue. In this paper, I review some of the cases and laws regarding the legal rights of volunteers and how such laws can pose an issue to Jewish private schools.

In this essay I discuss the basic structure of school law and its effects on private schools, specifically in the state of New York. After a review of various sources of school legislation and policies which are available to school leaders within a private school setting, I discuss the format of policymaking in private schools, including the school manuals and student handbooks, and those who are involved in the process.

The purpose of this research study will be to examine teacher perceptions on various issues pertaining to school law in the State of Alabama. Having data on teacher perception in Alabama can help shape future educational policy so that teachers can have an understanding of what they should and are required to do in various ethical and moral situations that affect the learning environment. Examining teacher perceptions will have a transformational impact on the Educational State Code in Alabama and influence future educational practices around the world.

This was written as a combined paper and PowerPoint for a school law course at Liberty University. It discusses the possible legal entanglement Christian schools, ECA specifically, may face in developing and teaching curricula that adheres to the Christian worldview while teaching opposing views as well. This was written in 2011. Some policies and laws may have changed.

Die Schulgesetzgeber reagieren auf Erkenntnisse der Bildungswissenschaften: neue Instrumente wie Schulprogramme, Evaluationen oder Bildungsvereinbarungen werden von dort übernommen. Strukturen im Bereich der Fachaufsicht, der Stellung der öffentlichen Schule und der Entscheidungsträger innerhalb der Schule werden verändert. Der hierarchische Vollzug konditionaler Verhaltensregeln gegenüber der Schule zur staatlichen Steuerung von Bildungserwerb wird am „Neuen Steuerungsmodell“ orientiert und durch regulierungsrechtliche Elemente ergänzt.

Das Werk ordnet die mit dem Schlagwort „selbstständige Schule“ bezeichneten Veränderungen hergebrachter Handlungsformen in den Kontext des Allgemeinen Verwaltungsrechts ein, zeigt dogmatische Schwierigkeiten der Umsetzung der emanzipatorischen, kooperativen, partizipativen und ökonomischen Steuerungsmodi in den Grenzen des Verfassungs- und Verwaltungsrechts auf und erläutert Rechtschutz, Kontrollierbarkeit, Steuerungskraft und Durchsetzbarkeit.

Das Werk ist Teil der Reihe Schriften zum Bildungs- und Wissenschaftsrecht, Band 17.

This article, based on a qualitative analysis of eighty-one legal opinions, considers the relationship between judicial conceptions of childhood and the speech rights of American public school students. The author presents six principles from the opinions and examines the relationship between them and conceptions of childhood. The article shows that judges have understood childhood in three ways: as a period walled off from adulthood in which children are subjects; as a period of becoming in which children are civic learners; and as a period akin to adulthood in which children are fundamentally the same as adults. The paper concludes that judicial conceptions of childhood have produced a body of law that reflects and perpetuates society’s inconsistency and ambivalence regarding childhood.