Relevant bibliographies by topics / School: School of Law

Academic literature on the topic 'School: School of Law'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "School: School of Law"

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Goy-Blanquet, Dominique. "Schools of Law, School of Drama." Law and Humanities 5, no. 1 (June 2011): 129–39. http://dx.doi.org/10.5235/175214811796219664.

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Underwood, Julie. "Under the Law." Phi Delta Kappan 98, no. 6 (March 2017): 74–75. http://dx.doi.org/10.1177/0031721717696486.

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The weapons ban at elementary and secondary schools began with passage of the Gun-Free School Zones Act in 1990. Schools are subject to federal, state, and local policies regarding the presence of guns on school property. The federal laws affect both adult and student behavior regarding guns at schools. State laws tend to address both possession of weapons at schools in addition to the right to conceal weapons. States also determine whether local school districts can enact their own more restrictive policies regarding guns at schools.
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Wilson, Patricia A. "Recreating the Law School to Increase Minority Participation: The Conceptual Law School." Texas Wesleyan Law Review 16, no. 4 (July 2010): 577–95. http://dx.doi.org/10.37419/twlr.v16.i4.4.

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That is the situation. Nonetheless, the purpose of this Article is not to criticize the current law school model. It is a model that has, in many respects, served society well, having produced thousands of competent lawyers over the years since it became the dominant model. It is the model that has produced all of the minority lawyers that are currently members of the profession. Moreover, to their credit, faculty and administration at many law schools are very motivated to improve the situation but are constrained in their efforts by the law and other factors. This Article is not meant to be unduly critical of the current law school model. In addition, this is not meant to be yet another article arguing that law schools need to increase skills training. Rather, the simple question put forth is whether a different model for legal education might serve as an alternative to the traditional law school model and, in conjunction with the efforts of the traditional law schools, aid in increasing the numbers of minorities licensed to practice law.
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Goode, Roy. "The European law school." Legal Studies 13, no. 1 (March 1993): 1–15. http://dx.doi.org/10.1111/j.1748-121x.1993.tb00470.x.

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The impending arrival of the Single European Market and the consequent drive towards European legal integration raise in stark form the future role of the national law school. Should we continue to have national law schools at all, in the sense of law schools with a predominantly national focus? Or should we move towards a system in which the typical law school, though located in a particular country within Europe, encompasses a structure, a body of staff and students and a curriculum which are a national and which focus on European laws and institutions rather than on those of the particular home State? I-f law schools are to retain their essentially national character, how should the growing influence of European law in general and Community law in particular affect their role, organisation and activities?
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Abel, Richard. "Law School." International Journal of the Legal Profession 16, no. 1 (March 2009): 49–58. http://dx.doi.org/10.1080/09695950903354881.

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Ноздрачев, Александр, Alyeksandr Nozdrachyev, Влада Лукьянова, and Vlada Lukyanova. "SCHOOL OF ADMINISTRATIVE LAW: COMPARATIVE LAW ASPECT." Journal of Foreign Legislation and Comparative Law 1, no. 5 (December 2, 2015): 0. http://dx.doi.org/10.12737/16121.

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Scientific life at the Institute of Legislation and Comparative Law under the Government of the Russian Federation, which will celebrate its 90th anniversary in 2015, is developing in various ways. Special place is occupied by scientific schools — sustainable community of scientists, developing concepts’ principles and systems, legal regulation mechanisms that ensure consistency and continuity of scientific research results. This article examines the impact of scientific analysis of foreign law and acts of international law on the development of the administrative law science at different development stages of one of the Institute’s oldest scientific schools — the School of Administrative Law. The article demonstrates the possibility of perception of positive scientific results, ideas, views and positions of leading scientists of the School through theory and practice of modern public administration in the process of finding legal solutions for regulation of new phenomena that require streamlining.
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Darden, Edwin C. "ED Law." Phi Delta Kappan 96, no. 3 (October 13, 2014): 76–77. http://dx.doi.org/10.1177/0031721714557461.

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The amount of homework teachers assign has become a frequent topic of school policy and legal dispute. Courts have tended to leave the matter to local schools and local school boards, which is the proper place for such issues to be decided.
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Brown, Frank, and Charles J. Russo. "Single-Sex Schools, the Law, and School Reform." Education and Urban Society 31, no. 2 (January 1999): 145–58. http://dx.doi.org/10.1177/0013124599031002002.

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Kim, Robert. "Under The Law: Prayer huddle." Phi Delta Kappan 104, no. 2 (September 26, 2022): 60–61. http://dx.doi.org/10.1177/00317217221130638.

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Past U.S. Supreme Court rulings have held that schools and school employees must be careful to engage in religious activities while at school that could appear to endorse a particular religion above others or coerce students to engage in religious activities. However, the June 2022 Kennedy v. Bremerton School District opinion suggests that the current Court is far more concerned about violating school employees’ free exercise rights. In this case, the Court found that not allowing a football coach to pray, often with students, on the 50-yard line immediately following public school football games violated the coach’s religious free exercise rights. Robert Kim discusses the Court’s history with cases involving religious practice in schools and the potential implications of the Kennedy decision.
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Underwood, Julie. "Under the Law." Phi Delta Kappan 99, no. 2 (September 25, 2017): 76–77. http://dx.doi.org/10.1177/0031721717734198.

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School personnel must often balance a student’s right to privacy with a school’s interest in protecting all students. A recent decision by the Ohio Supreme Court — Ohio vs. Polk (2017) — brings to light the complexity of these competing concerns and the high-stakes decisions that must be made in the fast pace of a public school. Does a student have a reasonable expectation of privacy when he leaves a backpack behind? Is the school behaving appropriately when personnel open an unattended backpack? In this case, the Ohio Supreme Court gave the benefit of the doubt to the school in concluding that the more thorough search of the first bag was reasonable. In doing so, they focused on the threat of violence in the schools and the incidents of school shootings in the U.S., stating that schools have a “compelling interest [to ensure] that unattended book bags do not contain dangerous items.” The author concludes that it seems reasonable to expect that bags that are left unattended will be opened not just to identify the owner but to determine if they represent a threat to the general safety. Extending that rationale to the schools which may experience many unattended bags throughout the day seems reasonable.
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Dissertations / Theses on the topic "School: School of Law"

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Czarnecki, David Andrew. "A Study of Virginia's Public Secondary School Counselors and School Law." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26882.

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The purpose of this study was to assess the knowledge base of Virginia's public secondary school counselors in specific areas of school law that are directly related to the issues they encounter within their job responsibilities. A sample size of 416 was selected from a list of 1,892 Virginia public secondary school counselors. These 416 school counselors were sent a secure, online assessment that focused on specific school law areas related to their job responsibilities. To obtain the 66.8% response rate, four sets of emails were sent out once a week for a total of four weeks reminding school counselors to respond. Phone calls also were made attempting to gather responses. Descriptive statistics were used to summarize the data from the assessment. Then one-way analysis of variances, independent t-tests, and Pearson correlations were used, when appropriate, to determine the relationship between the independent variables and the counselors' knowledge of school law. The mean score correct on the assessment was 29.42/40 (74%). A significantly positive statistical relationship was found at the .05 level with school law knowledge and years of experience. It was discovered that there was a statistically significant difference between counselors' knowledge of school law and having been issued a subpoena, appearing as a witness or defendant in a court of law, and having earned a teaching certificate. The study also surveyed the 16 university/college school counseling preparation programs in Virginia in order to assess if and how students were being taught school law. Of the 11 programs that responded, the survey revealed that only one school, Norfolk State University, offers a class specifically on school law. Seven of the 11 programs (64%) did report covering school law as part of other courses such as legal and ethical issues in counseling. The goal for this study was to identify gaps in school counselors' understanding of school law. This identification could assist principals, school systems, and graduate school counseling programs in developing additional training opportunities for counselors. By doing this, the very real threat and fear of being held liable in court could be reduced.
Ed. D.
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Rawls, Richard K. "Virginia high school counselors and school law." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/40335.

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Topadzhikyan, Tigran. "School shootings: law enforcement and school district networking." Thesis, Monterey, California: Naval Postgraduate School, 2013. http://hdl.handle.net/10945/39025.

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CHDS State/Local
School shootings have happened in the past and will happen again. The history of school shootings prompts all stakeholders to look at ways to prevent them from happening, and if they do happen, to be resilient. Change is needed in the prevention of school shootings. The case studies of Virginia Tech, Sandy Hook, E. O. Green Junior High, and Beslan school shootings reveal that the lack of information sharing and lack of communication were flaws; and the incidents might have been preventable. Prevention is a key element that both schools and law enforcement need to improve upon. In order to make strides in prevention, there needs to be advanced planning, continuous information sharing amongst stakeholders regarding those individuals that conduct themselves in ways that cause concern, a change in organizational culture with law enforcement and schools regarding sharing information, legal solutions, as well as resiliency if a shooting does occur. School shootings can never be completely preventable; however, it is feasible to have systems that prevent school shootings and increase the safety of the students and the community.
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Brabrand, Scott Sorensen. "Virginia Principals and School Law." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27548.

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This study sought to determine Virginia Public School principals' knowledge of school law as it related to the type, length/quantity, and recency of law preparation they received. Other variables measured included how their level of knowledge was associated with their length of administrative experience and with their description of the school community in which they worked.An on-line survey instrument was designed to collect demographic and professional information and to test knowledge of court cases and federal and state statutes. Three hundred and twelve principals completed the survey, representing all grade levels and all regions in the State of Virginia. The principals' knowledge of school law was measured by a forty item true-false test that addressed four key areas of school law selected by a panel of experts: student issues, teacher/administrator issues, tort liability, and church/state relations.The data were analyzed using analysis of variance and post hoc tests. The findings of this study indicated a significant difference of the means, ά =.05, between the principals' knowledge of school law in the category of tort liability and the recency of legal preparation. Principals who received their legal preparation over 10 years ago scored significantly lower on the tort section of the test than those who received their legal preparation only 5-10 years ago. Findings also indicated that principals across all categories of school law displayed only a fair knowledge of school law, earning a mean score of 29.359 out of 40 or 73.3%. The principals' weakest area of school law was in the category of church/state relations. These findings would provide valuable information for the design of principal preparation programs. They would also encourage state educational policymakers and local school divisions to strengthen the professional development of principals on legal matters.
Ed. D.
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Dumminger, James C. "Virginia teachers and school law." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54348.

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This study sought to assess the level of school law knowledge possessed by Virginia public school teachers in the areas of tort liability, the teacher and his/her employment, and legal responsibilities regarding students. This knowledge was studied as it related to the type and recency of school law training, membership and activity in professional teachers' associations, the highest degree obtained, the grade level taught, the type of degree obtained (education/not-education), and the number of years of teaching experience. A questionnaire was developed to collect demographic information and to assess the level of knowledge possessed by Virginia teachers. A 30 item test, consisting of 15 true-false and 15 multiple choice questions, was sent to 401 teachers throughout Virginia. Of the 401 questionnaires sent, 314 or 78.3% were returned. The average total score on the test was 41.08%.The means for the subareas were as follows: tort liability was 24.7%, the teacher and his/her rights was 43.7%, and legal responsibilities regarding students was 54.8%. Analysis of variance or t-tests were used as appropriate to see if a relationship existed between knowledge of school law and each of the demographic variables. A significant difference was indicated at the .05 level or better between knowledge of school law and each of the following variables: 1. school law training, 2. grade level taught, 3. whether the undergraduate degree was earned in education or not. A significant difference was not indicated between knowledge of school law and any of the other demographic variables. As reported earlier the average percent correct on the test was 41.08% which is lower than the lowest score of any of the Virginia principals studied by Caldwell. This level of knowledge was considered adequate or average; therefore, the level of knowledge of school law possessed by teachers in Virginia is less than adequate.
Ed. D.
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Forney, Keven Dean Lugg Elizabeth T. "The property tax extension limitation law and school leadership experiences in Central Illinois /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1441185721&SrchMode=2&sid=10&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1216224950&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on July 16, 2008. Dissertation Committee: Elizabeth T. Lugg (chair), Beth Hatt-Echeverria, Diane R. Dean, Norman D. Durflinger. Includes bibliographical references (leaves 220-227) and abstract. Also available in print.
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Bedden, Dana T. "Public School Law: Student Search and Seizure in K-12 Public Schools." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26409.

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School officials are constantly challenged to perform a myriad of duties in an extremely complex and demanding job with numerous responsibilities. They are expected to work with a variety of students, faculty and parents under difficult circumstances. â Faced with multiple needs, with the necessity of making fast decisions in an atmosphere of fragmented time, administrators are liable for everything they do.â School administrators need to understand the rights guaranteed to students by the Fourth Amendment and how it applies to the school setting. This document will provide an overview of student search and seizure in kindergarten to 12th grade (K-12) public schools in a non-traditional dissertation (non-experimental design) format by providing an historical review of the relevant case law. Specifically, based upon legal research, it will review relevant Supreme Court cases, post-New Jersey v. T.L.O. federal, Pennsylvania and other state court cases related to search and seizure in K-12 public schools. The conclusion and summary will provide answers to the guiding questions, provide a conceptual model, outline what is a reasonable search, and provide a short practical school law exercise to test the readerâ s understanding of search and seizure in public schools.
Ed. D.
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Patrick, James Michael. "Virginia Athletic Directors and School Law." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/74383.

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A review of the literature indicates that there has been no previous studies on Virginia Athletic Directors (ADs) and their knowledge of school law. Several researchers have studied other educators' knowledge of school law. In general, previous studies on educators' knowledge of school law demonstrates that educators do not have a comprehensive working knowledge of school law. ADs differ from those studied previously due to the lack of unified certification requirements for ADs in the Commonwealth of Virginia. This study was designed to measure Virginia interscholastic ADs' knowledge of job related school law. In addition, the study analyzed the data for any significant relationships between ADs' knowledge of school law and other variables. Such variables include age, experience, size of school district, level of education, administration and supervision endorsement, type of legal training, methods for obtaining current school law information and/or updates, membership in professional organizations, national certification level. Of the 315 Virginia public high school Ads, 305 were surveyed and 140 responded, for a response rate of 45.9%. Results were analyzed using descriptive statistics, t-tests, and ANOVA analysis. Statistical analysis revealed that ADs in larger schools scored significantly higher than ADs in smaller schools. Also, ADs with that possessed the 'Certified Athletic Administrator' (CAA) credential scored significantly higher than ADs that have not attained the CAA certification. Lastly, ADs that are members of both the state and national ADs association (VIAAA and NIAAA, respectively) scored significantly higher than ADs who are not members of both associations.
Ed. D.
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Brown, Lynn T. "Brown v. Board of Education and School Desegregation: An Analysis of Selected Litigation." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27361.

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Brown is often regarded among the most monumental decisions ever rendered by the United States Supreme Court. Its legacy includes a body of case law affecting the shape and meaning of school desegregation over the past fifty years. However, school desegregation and the transition of Brown from courtroom jurisprudence to a manifestation of equal educational opportunities for African American and other minority students has not been characterized by steady, forward progress. This research project is about Brown’s evolutionary transition vis-à-vis public school desegregation law. A comprehensive overview of the Brown v. Board of Education litigation and its affect on school desegregation is provided. The timeframe for the study primarily covers the years following the Brown decisions from 1954 to 2002. However, the study also emphasizes the legal and historical details that led to Brown. In addition, a review is included of the June 2003 United States Supreme Court decisions in the University of Michigan cases that addressed affirmative action issues, which is relative to Brown. The body of case law and information associated with Brown was immense. Therefore, specific litigation was selected for review and analysis. The basis for litigation selection is discussed in each chapter relative to the section’s content. The litigation analysis is addressed from four perspectives: the Historical Perspective: â Separate-But-Equalâ Era, the Brown Decisions, the Seminal Desegregation Era, and the Contemporary Desegregation Era. Since the research was so extensive, it is beyond the study’s scope to exhaust all avenues of school desegregation case law in Brown’s progeny. Brown offered the promise and hope of better educational opportunities for African American children in the United States. In the face of contemporary measures that consistently show achievement for African American children lagging behind that of their white and Asian counterparts, this project was motivated by a desire to explore the course of action, from a legal perspective, that resulted in unfulfilled expectations of Brown.
Ph. D.
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Hall, Marquenta Sands. "Functionality of school resource officer arrests in schools| Influencing factors and circumstances." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3742829.

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School resource officer programs, characterized as a major crime control model and violence prevention program have earned the designation as an effective prevention strategy to mitigate against student misconduct and violations of the law. This study explored school resource officers? perceptions of how arrests decisions influenced order within middle and high schools. The purpose of the study was to determine if a relationship existed between factors, circumstances, and the arrest decisions in middle and high schools. It was assumed the officers? decision to arrest or not arrest were dependent upon factors and circumstances that were interconnected to the functionality of maintaining social order within the school setting. The structural-functionalism theory offered a comprehensive approach to explore the relationship between the social structure of schools, functions of school resource officers and the impact of their arrests decisions in creating balance and stability in the school environment. For this study, the dependent variable was the arrest decisions of school resource officers and the independent variables were factors, circumstances and years of experience. The study hypothesized a correlation between the dependent variable (arrests decisions) and the independent variables, which were collapsed into three facets - factors, circumstances and years of experience. Although, it was presumed years of experience would influence arrests decisions, logistic regression analysis revealed it did not influence the arrest decision as much as the facet factors. The study further revealed females were more likely to arrest than males and more students were arrested at the high school level than at the middle school level. Academic achievement and criminal records were considered at the middle school level with little consideration in high school.

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Books on the topic "School: School of Law"

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Russo, Charles J., and Allan G. Osborne. School law. Thousand Oaks, Calif: SAGE Publications, 2012.

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New York State Bar Association, ed. School law. 3rd ed. Latham, NY: New York State School Board Association, 2008.

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Hutchinson, Allan C. The law school book: Succeeding at law school. 3rd ed. Toronto: Irwin Law, 2009.

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Hutchinson, Allan C. The law school book: Succeeding at law school. Concord, Ont: Irwin Law, 1996.

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The law school book: Succeeding at law school. 3rd ed. Toronto: Irwin Law, 2009.

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Pringle, Harry R., Amy K. Tchao, and Ann S. Chapman. Maine school law. 4th ed. Portland, Me: Drummond Woodsum & MacMahon, 2012.

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Graham, Kenneth W. Understanding law school. [Beverly Hills, Calif.]: Casenotes Pub. Co., 1990.

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Ganguly, Anjan. School law guidebook. 2nd ed. [Eagan, MN]: Thomson West/Quinlan, 2008.

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Law School 101. Naperville: Sourcebooks, Inc., 2005.

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Hricik, David. Law School Basics. Los Angeles: Nova Press, 2006.

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Book chapters on the topic "School: School of Law"

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Watson, Edward, and Sophie Ryan. "Inside Law School." In Careers in Law: A Guide for Students, Graduates and Professionals, 15–61. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3627-4_2.

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Reding, Colleen. "Harvard Law School." In Grad's Guide to Graduate Admissions Essays, 47–49. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-13.

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Adams, James H., and Natalie Adams. "Implementing the “Law of the Land”." In School Desegregation, 179–93. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-965-4_13.

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Aligica, Paul Dragos. "Bloomington School." In Encyclopedia of Law and Economics, 133–37. New York, NY: Springer New York, 2019. http://dx.doi.org/10.1007/978-1-4614-7753-2_752.

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Aligica, Paul Dragos. "Bloomington School." In Encyclopedia of Law and Economics, 1–4. New York, NY: Springer New York, 2018. http://dx.doi.org/10.1007/978-1-4614-7883-6_752-1.

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Aligica, Paul Dragos. "Bloomington School." In Encyclopedia of Law and Economics, 1–4. New York, NY: Springer New York, 2020. http://dx.doi.org/10.1007/978-1-4614-7883-6_752-2.

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Eriksson, Maria, Linnéa Bruno, and Elisabet Näsman. "Pre-School and School Staff Strategies." In Domestic Violence, Family Law and School, 107–26. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137283054_8.

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Eriksson, Maria, Linnéa Bruno, and Elisabet Näsman. "Social Issues at Pre-School and School." In Domestic Violence, Family Law and School, 45–59. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137283054_4.

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Beyleveld, Deryck. "Sheffield Natural Law School." In Encyclopedia of the Philosophy of Law and Social Philosophy, 1–8. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-007-6730-0_58-1.

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Reding, Colleen. "Boston College Law School." In Grad's Guide to Graduate Admissions Essays, 27–29. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-8.

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Conference papers on the topic "School: School of Law"

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Adinugroho, Abednego. "Law, Religious Freedom and National Development in Indonesia." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007548506360640.

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Khyzhniak, Inna, and Iryna Viktorenko. "Primary School Teachers’ Attitude to the New Ukrainian School Reform." In International Conference on Economics, Law and Education Research (ELER 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210320.051.

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Saputra, Hendra Eka, Irham Zaki, and Muhammad Ubaidillah Al Mustofa. "Constitutional Court Decision Number 46 / Puu-Viii / 2010 Reviewed from the Perspective of Adat Law, Burgerlijk Wetboek (Bw) and Islamic Law." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007549006600663.

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Yuanita, Dwi Rosdian, Lilik Pujiastuti, and Agung Sujatmiko. "Legal Law on Optical Consumer in Maintaining Visual Health." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007545304750478.

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Zeng, Chen. "Determination of Schools' Responsibility in School Accidents From the Prospective of Comparative Law Between Chinese Law and Korean Law." In Proceedings of the 4th International Conference on Economy, Judicature, Administration and Humanitarian Projects (JAHP 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/jahp-19.2019.46.

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Alcântara, Aline, Gabrielli Queiroz, Laura Bessa Uhl, Ana Paula Peçanha Passos, Aline Siqueira, and Carolina Magalhães. "Lucas law and the teacher training of a private schoolin Campos dos Goytacazes-RJ: A pilot study." In 7th International Congress on Scientific Knowledge. Biológicas & Saúde, 2021. http://dx.doi.org/10.25242/8868113820212418.

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According to the World Health Organization, human safety is based on the development of the individual, understanding the safety of all situations in their daily lives, including safety at school. Consideringthat approximately 80% of school-age children and adolescents attend schools, they have taken on a fundamental role in promoting health and preventing accidents, especially in the school environment. Incidents in the school space occur frequently, most ofthe time, teachers and school employees do not notice risk situations and may even contribute to the aggravation of injured students, since they were not trained to intervene in such emergency demands. The Lucas Law appears in this scenario with the purpose of training teachers and employees, from public and private schools, to provide first aid, avoiding possible accidents. Therefore, this pilot study aimed to train teachers of Kindergarten at a private school in the city of Campos dos Goytacazes-RJ, according to the Lucas Law, on the initial measures of first aid. To carry out this pilot study, training was initially carried out on the Lucas Law, with verbal exposition and demonstration of initial first aid measures, through four theoretical-practical videos with 12 teachers. Soon after, the pre-test questionnaire was applied, with closed and semi-open questions related to the training content, and after 10 days, the post-test questionnaire was applied. Data analysis was performed using descriptive statistics in the SPSS® software, comparing the pre-test and post-test results. It was verified, in the pre-test, 17.5% of correct answers, while in the post-test it reached 83%. Thus, it is concluded that the pilot study made it possible not only to verify the effectiveness of training in the training of teachers, but also the need to carry out training such as this to encourage the autonomy of teachers in cases of accidents and, consequently, favor school safety.
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Macaraan, Maryrose. "The Law School Experience: Adopting Regulation Strategies." In The Asian Conference on Psychology & the Behavioral Sciences 202. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2187-4743.2021.5.

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Prasetiawan, Eno, Eka Widi Astuti, Helmi Amnijar, and Febryan Topo Ruru Artha. "Distinction Principle in International Humanitarian Law Related to Civilian Objects and Military Objects." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007548806490652.

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Hidayatulloh, M. Haris, Ridan Muhtadi, Moh Nafik H. R., Sri Herianingrum, Sri Iswati, Irham Zaki, and Tika Widiastuti. "The Politics of Law in Islamic Regional Regulation to Improve Regional Economy Competitiveness." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007551908100814.

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Nurwanto, Nurwanto, Ghoffar Ismail, and Farida Amalia. "Resolving School Violence: Law, Policy and Advocacy Limitations." In International Conference on Sustainable Innovation Track Humanities Education and Social Sciences (ICSIHESS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211227.042.

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Reports on the topic "School: School of Law"

1

Rothstein, Jesse, and Albert Yoon. Mismatch in Law School. Cambridge, MA: National Bureau of Economic Research, August 2008. http://dx.doi.org/10.3386/w14275.

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Ehrenberg, Ronald. An Economic Analysis of the Market for Law School Students. Cambridge, MA: National Bureau of Economic Research, May 1988. http://dx.doi.org/10.3386/w2602.

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Rothstein, Jesse, and Albert Yoon. Affirmative Action in Law School Admissions: What Do Racial Preferences Do? Cambridge, MA: National Bureau of Economic Research, August 2008. http://dx.doi.org/10.3386/w14276.

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Lemos, Renata, Karthik Muralidharan, and Daniela Scur. Personnel Management and School Productivity: Evidence from India. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/063.

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This paper uses new data to study school management and productivity in India. We report four main results. First, management quality in public schools is low, and ~2σ below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with both independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, private school teacher pay is positively correlated with teacher effectiveness, and better managed private schools are more likely to retain more effective teachers. Neither pattern is seen in public schools.
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Gagnon, Douglas, and Marybeth Mattingly. Most U.S. School Districts Have Low Access to School Counselors: Poor, Diverse, and City School Districts Exhibit Particularly High Student-to-Counselor Ratios. University of New Hampshire Libraries, 2016. http://dx.doi.org/10.34051/p/2020.275.

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Комарова, Олена Володимирівна, and Альберт Армаїсович Азарян. Computer Simulation of Biological Processes at the High School. CEUR Workshop Proceedings (CEUR-WS.org), 2018. http://dx.doi.org/10.31812/123456789/2695.

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Abstract. Research goals: the necessity of study in high school of the law of Hardy – Weinberg as one of the fundamental genetic laws was justified. The peculiarities of using the method of model experiment in the study of the genetic and evolutionary processes in populations with the use of computer technology. Object of research: computer simulation of population genetic structure. Subject of research: computer simulation of genetic and evolutionary processes in ideal and real populations. Research methods: pedagogical experiment (survey), analysis of scientific publications on the use of the high school method of modelling genetic and evolutionary processes in populations, computer simulation. Results of the research: a web page for processing by the pupils of the modelling results of genetic and evolutionary processes in populations was created.
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Комарова, Олена Володимирівна, and Альберт Арамаїсович Азарян. Computer Simulation of Biological Processes at the High School. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/2656.

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Research goals: the necessity of study in high school of the law of Hardy – Weinberg as one of the fundamental genetic laws was justified. The peculiarities of using the method of model experiment in the study of the genetic and evolutionary processes in populations with the use of computer technology. Object of research: computer simulation of population genetic structure. Subject of research: computer simulation of genetic and evolutionary processes in ideal and real populations. Research methods: pedagogical experiment (survey), analysis of scientific publications on the use of the high school method of modelling genetic and evolutionary processes in populations, computer simulation. Results of the research: a web page for processing by the pupils of the modelling results of genetic and evolutionary processes in populations was created.
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Corman, Hope, and Stephen Chaikind. The Effect of Low Birthweight on the Health, Behavior, and School Performance of School-Aged Children. Cambridge, MA: National Bureau of Economic Research, July 1993. http://dx.doi.org/10.3386/w4409.

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Andrabi, Tahir, Natalie Bau, Jishnu Das, and Asim I. Khwaja. Heterogeneity in School Value-Added and the Private Premium. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/116.

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Using rich panel data from Pakistan, we compute test score based measures of quality (School Value-Addeds or SVAs) for more than 800 schools across 112 villages and verify that they are valid and unbiased. With the SVA measures, we then document three striking features of the schooling environment. First, there is substantial within-village variation in quality. The annualized difference in learning between the best and worst performing school in the same village is 0.4 sd; compounded over 5 years of primary schooling, this difference is similar in size to the test score gap between low- and high-income countries. Second, students learn more in private schools (0.15 sd per year on average), but substantial within-sector variation in quality means that the effects of reallocating students from public to private schools can range from -0.35sd to +0.65sd. Thus, there is a range of possible causal estimates of the private premium, a feature of the environment we illustrate using three different identification approaches. Finally, parents appear to recognize and reward SVA in the private sector, but the link between parental demand and SVA is weaker in the public sector. These results have implications for both the measurement of the private premium and how we design and evaluate policies that reallocate children across schools, such as school closures and vouchers.
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Shattuck, Paul T., Jessica E. Rast, Anne M. Roux, Kristy A. Anderson, Teal Benevides, Tamara Garfield, Elizabeth McGhee Hassrick, and Alice Kuo. High School Students on The Autism Spectrum. A.J. Drexel Autism Institute, March 2019. http://dx.doi.org/10.17918/nairhighschool2019.

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Characteristics of teens on the autism spectrum have been changing over the past decade, driving the need for updated statistics to provide a current picture of the population. This report presents updated statistics on indicators of demographics, disability, education, and health. For many of the indicators, we highlight the experiences of low income and minority youth, examining differences in functioning, health, and experiences by household income and race/ethnicity.
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