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PART III: THE FOUNDATIONS OF EDUCATION

PART III: THE FOUNDATIONS OF EDUCATION. Law and Ethics. Federal Legislation in the Early 1990s Adapted from Reed/Bergemann/Olson, In the Classroom: An Introduction to Education (Table 4.2). Federal Legislation in the Early 1990s (continued)

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PART III: THE FOUNDATIONS OF EDUCATION

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  1. PART III: THE FOUNDATIONS OF EDUCATION Law and Ethics

  2. Federal Legislation in the Early 1990s Adapted from Reed/Bergemann/Olson, In the Classroom: An Introduction to Education(Table 4.2)

  3. Federal Legislation in the Early 1990s (continued) Adapted from Reed/Bergemann/Olson, In the Classroom: An Introduction to Education(Table 4.2)

  4. Legislation Protecting Equal Opportunity Rights Arends/Winitzky/Tannenbaum,Exploring Teaching: An Introduction to Education(Table 12.2)

  5. Legal Landmarks: Discrimination in the Schools Sadker/Sadker,Teachers, Schools, and Society

  6. A Bill of Rights and Responsibilities for Learning from the American Federation of Teachers Farris,Teaching, Bearing the Torch Recognizing that rights carry responsibilities, we declare that: 1. All students and school staff have a right to schools that are safe, orderly, and drug free. 2. All students and school staff have a right to learn and work in school districts and schools that have clear discipline codes with fair and consistently enforced consequences for misbehavior. 3. All students and school staff have a right to learn and work in school districts that have alternative educational placements for violent or chronically disruptive students. 4. All students and school staff have a right to be treated with courtesy and respect. Source: American Federation of Teachers

  7. A Bill of Rights and Responsibilities for Learning from the American Federation of Teachers (continued) Farris,Teaching, Bearing the Torch 5. All students and school staff have a right to learn and work in school districts, schools and classrooms that have clearly stated and rigorous academic standards. 6. All students and school staff have a right to learn and work in well-equipped schools that have the instructional materials needed to carry out a rigorous academic program. 7. All students and school staff have a right to learn and work in schools where teachers know their subject matter and how to teach it. 8. All students and school staff have a right to learn and work in school districts, schools and classrooms where high grades stand for high achievement and promotion is earned. 9. All students and school staff have a right to learn and work in school districts and schools where getting a high school diploma means having the knowledge and skills essential for college or a good job. 10. All students and school staff have a right to be supported by parents, the community, public officials and business in their efforts to uphold high standards of conduct and achievement. Source: American Federation of Teachers

  8. Guidelines for the Development of Disciplinary Policies and Procedures Arends/Winitzky/Tannenbaum,Exploring Teaching: An Introduction to Education(Figure 12.1) • Any conduct regulation adopted should be necessary in order to carry out the school’s educational mission; rules should not be designed merely to satisfy the preferences of school board members, administrators, or teachers. • The rules should be publicized to students and their parents. • The rules should be specific and clearly stated so that students know what behaviors are expected and what behaviors are prohibited. • The regulations should not impair constitutionally protected rights unless there is an overriding public interest, such as a threat to the safety of other students.

  9. Guidelines for the Development of Disciplinary Policies and Procedures (continued) Arends/Winitzky/Tannenbaum,Exploring Teaching: An Introduction to Education(Figure 12.1) • A rule should not be “ex post facto;” it should not be adopted to prevent a specific activity that school officials know is being planned or has already occurred. • The regulations should be consistently enforced and uniformly applied without discrimination to all students. • Punishments should be appropriate to the offense, taking into consideration the child’s age, sex, mental condition, and past behavior. • Some procedural safeguards should accompany the administration of all punishments; the formality of the procedures should be in accord with the severity of the punishment.

  10. Is Corporal Punishment Legal? Sadker/Sadker,Teachers, Schools, and Society Corporal punishment, the physical discipline of students, is deplored by most educators, yet it remains legal in twenty-three states. Such punishment is restricted in six states and it is outlawed in twenty-one states. Knowing whether it is legal in your school is only part of the issue; sorting out your ethics on physical retribution is a more penetrating question. Source: Child, September 1997

  11. Students’ Ethics at School Sadker/Sadker,Teachers, Schools, and Society (Figure 11.1) Source: Education Week, November 4, 1998.

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