This Handbook examines the essential nature of the law within an educational context and asks why there is not greater preparation for this aspect of a teacher’s role. Principals and teachers across the world now work in increasingly uncertain and challenging environments involving complex legislative frameworks, with their roles and responsibilities constantly changing to meet these demands: thus, it is imperative that educators adapt and acquire new skills relating to child protection and criminal law. On a daily basis, teachers and practitioners are being challenged to critically examine and evaluate the legal rights and obligations of various stakeholders, including students, parents, educators and administrators.
However, if these skills are not developed, the implications will be significant: particularly so if principals are deterred from pursuing innovative education strategies due to potential litigation risks. Consequently, the chapters will empower principals and teachers in the management of these concerns. This wide-ranging handbook, including case studies from around the world, will be of interest and value to both scholars of education law and practitioners.
Mục lục
SECTION I. The Need for Legal Literacy by School Principals and Educational Leaders.- Chapter 1. The need for an understanding of Education Law Principles by School Principals.- Chapter 2. Education Law, schools and school principals: What does the research tell us?.- Chapter 3. Educational Negligence: Is it a viable cause of action?.- Chapter 4. Risk and Responsibility: liability of school authorities for harm to pupils.- Chapter 5. Child Protection for Educators and Principals: A Moral and Legal Obligation.- Chapter 6. Education, Ethics and the Law: Examining the Legal Consequences of Unethical Judgment.- Chapter 7. Education administrators in Wonderland: Figuring out policy-making and regulatory compliance when making decisions.- Chapter 8. TQM’s impact on the legal apparatus: Informing and directing compliance practices.- Chapter 9. Articulating the idea of the professional teacher: beyond technocratic compliance.- Chapter 10. Meeting the challenges facing religious schools – An Australian perspective.- Chapter 11. Translating Theory to Practice for Principals Working within Inclusive Education Policy.- SECTION II. Inclusive Schooling and the Impacts of Disability Discrimination Legislation.- Chapter 12. Towards Inclusive Schools: The impact of the DDA and DSE on Inclusion Participation and Exclusion in Australia.- Chapter 13. Education of Students with Disabilities as a result of Equal Opportunity Legislation.- Chapter 14. Reasonable Adjustment in Assessment – the Australian Experience.- Chapter 15. Student voice and educational adjustments.- Chapter 16. The Inclusion and Exclusion of Students with Disability Related Problem Behaviour in Mainstream Australian Schools.- Chapter 17. Youth transitioning from juvenile justice settings back into school: Leadership perspectives.- Chapter 18. Legal and Ethical Considerations regarding the Integration of Assistive and Educational Technology for Students with Disabilities: Perspectives from the United States of America.- Chapter 19. A long journey: disability and inclusive education in international law.- Chapter 20. Changing nappies – A duty for Teachers in Inclusive Classrooms?.- SECTION III. International Context and Rights of the Child.- Chapter 21. The Rights of the Child: Are we creating a world in which all children are enabled to reach their full potential?.- Chapter 22. Considering the relationship between the education of children and the application of the law: A brief global view.- Chapter 23. Issues and impact of the Named Person Legislation in Scotland.- Chapter 24. Difficulties of Comprehension in the Citizenship Education in Europe.- Chapter 25. Training Teachers to Prevent Violence against Children: The First Line against Family Violence.- Chapter 26. Restrictive Practice in Education Settings: Institutional Violence, Disability and Law.- Chapter 27. Counter terrorism Law and Education: student teachers’ induction into UK Prevent Duty through the lens of Bauman’s Liquid Modernity.- Chapter 28. Compulsory Schooling and Cognitive Imperialism: A Case for Cognitive Justice and Reconciliation with Indigenous Peoples.-Correction to: The Palgrave Handbook of Education Law for Schools
Giới thiệu về tác giả
Karen Trimmer is Professor at the University of Southern Queensland, Australia. Her research interests also include decision-making by school principals; policy and governance; social justice impacts of policy; Indigenous participation in higher education; and quantitative methods.
Roselyn Dixon is Senior Lecturer in Special Education at the University of Wollongong, Australia. Her research interests include the implementation of digital technologies for students with Autism Spectrum Disorders and positive behavioural interventions for students with challenging behaviour.
Yvonne S. Findlay is Lecturer at the University of Southern Queensland, Australia. She has over 40 years of experience in education in both the UK and Australia. Her research interests focus on narrative inquiry as both methodology and method and time spent as a police constable in Strathclyde Police, based in the Glasgow area, convinced Yvonne that there is a need for school administrators and classroom teachers to be made aware of their legal obligations in all aspects of school life.
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