Dissertations / Theses: '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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8

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-Ã -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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Werling, Mark. "Knowledge of Indiana school law possessed by Indiana public secondary school teachers." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/458831.

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The purpose of the study was to assess the general knowledge of Indiana school law possessed by Indiana public secondary school teachers. The population consisted of three hundred and thirty randomly selected Indiana public secondary school teachers.A researcher developed assessment instrument comprised of thirty items from Indiana school law in the areas of teacher tenure, pupil control, and tort liability was utilized. One statistical hypothesis and six statistical subhypotheses were analyzed with a Z test. The five percent level of significance was established as the probability level for non-acceptance of the hypothesis and subhypotheses.Conclusions1. The percentage of Indiana public secondary school teachers who possess a fair or better level of knowledge of pupil control, and tort liability is likely between seven and fifteen.2. There is no significant difference in the level of knowledge of Indiana school law possessed by Indiana public Indiana school law in the combined areas of teacher tenure, secondary school teachers when grouped according to years of teaching experience, location of their teacher education training, and inclusion of instructional units on school law in their teacher education training.3. The percentage of Indiana public secondary teachers who possess a fair or better level of knowledge of Indiana school law in the area of teacher tenure is likely between four and twelve.4. The percentage of Indiana public secondary school teachers who possess a fair or better level of knowledge of Indiana school law in the area of pupil control is likely between twenty-two and thirty-four.5. The percentage of Indiana public secondary school teachers who possess a fair or better level of knowledge of Indiana school law in the area of tort liability is likely between seventeen and twenty-seven.

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Lee, Jenifer Ann. "Judging the hate crime victim law school student perceptions and the effects of individual and law school factors /." Connect to this title online, 2005. http://hdl.handle.net/2069/32.

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Miller, Amy L. "LAW SCHOOL PERSONAL STATEMENTS: AN ANALYSIS OF RACE AND GENDER VARIATIONS IN “IMPRESSION MANAGEMENT” AMONG LAW SCHOOL APPLICANTS." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1400252865.

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Teh, Mui-Kim. "Schools and the law: emerging legal issues internationally with implications for school leaders in Singapore." University of Southern Queensland, Faculty of Education, 2008. http://eprints.usq.edu.au/archive/00004439/.

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[Abstract]: Singapore schools had encountered little involvement with legal issues in the past, and there had been a general feeling of complacency amongst educators that the situation was unlikely to change. Yet many English-speaking countries across the world had been experiencing increasing exposure to legal issues in their schools, and the question was whether Singapore was likely to share the same experience over time. Strong indications were beginning to appear that the situation was indeed changing, including a number of reported incidents in schools and evidence of changing attitudesamongst parents and educators.The study set out, therefore, to examine the types of legal issues that were emerging on the international scene, and particularly in the major jurisdictions withrelevance to Singapore, and to understand what the implications might be for Singapore. Thus, it was intended to identify the legal issues that seemed likely tobecome more prominent in the Singapore education system, to draw comparisons with events in other countries, and to examine the strategies that school leaders might adoptin order to manage legal risk effectively.This exploratory study used a mixed-method design, including document analysis and legal research, exploratory pilot interviews, in-depth interviews with verbatim transcription, and Q Methodology, which combined quantitative and qualitative techniques in order to interrogate and understand opinion. The study was conducted in four phases, moving from a broad survey of developments internationally, through a detailed analysis of issues in Singapore schools, to a deep understanding of the strategy preferences for coping with legal risk amongst senior educators. This then gave rise to aset of recommendations that could be used by policy makers and implementers, and by senior personnel in schools, to avert and manage legal risk and incidence in schools.

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Oswald, Edward. "Law School Deans and Distance Education: A Phenomenographical Study." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/116.

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This applied dissertation was designed to determine the variations in law school deans’ conceptions of distance education (DE) as an educational model within the American Bar Association (ABA) accredited law school. Currently, not a single ABA-accredited law school offers a plan of study for completion of a Juris Doctor (JD) degree utilizing the DE educational model. The law school dean is an essential opinion leader providing leadership for all stakeholders of the law school. Gaining a better understanding of law school deans’ perceptions towards DE is critical if DE is to become an accepted educational model in ABA-accredited legal education. Nineteen deans of ABA-accredited law schools from every region of the country were interviewed. The phenomenographic qualitative approach was utilized in the study, which seeks to explain variation in understanding a phenomenon among a set of participants. In phenomenographic research, all interviews are transcribed verbatim, and the transcripts became the central focal point of analysis in the investigation. The participants were treated as a group, and the goal of the data analysis was to identify variations in the phenomenon across the group, not between individual participants in the group. The construction approach was used to develop the categories of description. As a theoretical framework, Rogers’s perceived attributes theory was used to develop the categories of description in the analysis of the verbatim transcripts. The findings indicated that the variation in conceptions of ABA-accredited law school deans towards DE could be determined by the 5 constructs of Rogers’s perceived attributes theory: relative advantage, compatibility, complexity, trialability, and observability.

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Gooden, Mark A. "Ohio School Administrators' attitudes toward students' First Amendment Rights regarding the internet and school violence /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486399160106972.

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Hone-Warren, Martha. "Exploration of school administrator attitudes regarding implementation of do not resuscitate policy in the elementary and secondary school setting." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2695.

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No previous study has attempted to clarify and articulate administrator attitudes regarding DNR orders in the school setting. Administrative school staff are responsible for development and implementation of school policy therefore understanding administrators' attitudes would assist discussion and decision making related to DNR orders in the school setting.

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McCann, Paul, and res cand@acu edu au. "Principals’ Understandings of Aspects of the Law Impacting on the Administration of Catholic Schools: some implications for leadership." Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp129.17052007.

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This study explored the interface between the leadership of Catholic schools and the legal framework of the social/cultural context of Australian Society. Specifically, the study investigated the legal issues impacting on Catholic schools, principals’ understandings of these legal issues and the sources used in gaining these understandings. The congruency between these understandings and the current interpretations of areas of the law were also examined, along with the influence legal issues have on principals; in particular, their perceptions of how these legal issues relate to carrying out their leadership roles aligned with the characteristics and ethos of the Catholic school. In this overall context, the influence of a number of variables such as school complexity, location, and primary and secondary school environments was also examined. The study commenced with an examination of the development of Catholic schools within the Australian social/cultural context, an exploration of leadership as it relates to Catholic schools and a survey of the literature indicating the scope and nature of the legal matters impacting on schools within the Australian legal framework. To gather data relevant to the purposes of the study, a Survey Questionnaire was constructed and distributed to principals of all systemic Catholic schools administered by the Brisbane Catholic Education Centre. The quantitative and qualitative data provided via this instrument was supplemented and corroborated by information gathered through discussions, observations, and reference to documentation and records. The findings of the study confirmed that Catholic schools were involved with a wide range of legal issues, involvement being more pronounced in some areas than others, and like all legal issues within the Australian social/cultural context, those impacting on schools were subject to regular renewal and development. In relation to the latter, participants identified emerging areas of the law which were starting to have an impact on their schools. Principals’ overall understandings of current interpretations of legal issues were not of a high standard. However, some understandings, particularly relating to statue law were more accurate than understandings of common law issues. Principals used a wide range of sources to gain legal understandings, and interactions with fellow principals and personnel within the Brisbane Catholic Education System who supported and supervised principals, featured prominently. However, access for principals to designated legal practitioners for advice on legal matters was a need revealed. Involvement of principals in formal and less formal professional learning experiences relating to legal matters was limited, and participation did not have a significant influence on developing more accurate understandings of legal issues. Nevertheless, the need for continued personal and professional learning with regard to legal issues was highlighted by this study, especially considering the continued renewal and development of the law, and the stress created by the lack of legal understandings. The findings indicated legal matters were having a large impact on Catholic schools; 90% of participants experienced stress associated with legal matters, and 70% saw this as an increasing phenomena. While a number of variables inter-relate to form a cumulative effect contributing to stress, participants ranked the most prominent source of stress as lack of legal knowledge. The impact of legal matters was not confined to addressing legal matters per se, but a constant threat of legalism overshadowing principals in their leadership roles. Overall, there was a high compatibility between the ethos of the Catholic school and the resolutions reached, and the process used in coming to a resolution of legal matters. However, participants were more confident in their perceptions of a high compatibility with the resolutions reached than with the processes used.No one variable examined, had an overall significant influence on the understandings, involvement and impact of legal issues on the leadership of Catholic schools. However, a number of significant relationships were identified with particular aspects of the study. Surprisingly, the study did not reveal a significant relationship between the length of time spent as a principal in a Catholic school and the accuracy of understandings of legal issues impacting on schools. It was suggested that the development of principals’ understandings of legal issues could be closely related to the continued personal and professional learning and growth of leaders within Catholic schools, particularly within School Leadership Teams. Suggestions to support this growth and learning were offered as part of the overall development of leadership within Catholic schools.

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Hall-Evans, Cynthia E. "A study of school administrators' knowledge of special education law in Federal overseas schools." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10253804.

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The purpose of this quantitative, non-experimental study was to investigate principals’ and assistant principals’ knowledge of special education law and procedures in Federal Military Connected Pacific Schools as it relates to Knowles theory of andragogy and how adults learn. This study investigated grade level and school size, individual knowledge base of special education law and procedures, initial in-service provided to principals and assistant principals, and principals and assistant principals ability to provide educational services to students with disabilities within their schools across the Pacific region. The following characteristics of gender, age, years of experience as a teacher, years of experience as a principal and assistant principal, degree level, area of concentration in graduate work, and number of courses taken in special education were also considered. A total of 21 surveys were completed out of 70 emailed to participants. Six of the surveys were rendered invalid as a result of being incomplete. The completed samples of the 21 received were evenly distributed into thirds for grade level of school. About 62% of the samples worked in schools with 500 to 999 students and two-thirds of the samples were female. About 76% of the samples were between the ages of 36 and 59. Almost 50% of the samples had 16 years or more of teaching experience and 38% of the samples had served as an administrator for 5 or less years, but nearly 30% had served as an administrator for 11 to 15 years. The conclusion obtained from this study support the findings in the literature regarding principals’ and assistant principals’ knowledge of special education law and procedures. Implications and recommendations were made from this study in Chapter 5. Research studies conducted in Federal Military-Connected Pacific Schools were not found and this research study will provide a foundation for future studies worldwide.

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Zollars, Mary Catherine. "Texas Public School District Legal Costs and Preventive Law Practices." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331664/.

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The purpose of this study was to compare the legal costs of Texas public school districts during the school years 1980-81, 1981-82, and 1982-83 with the preventive law practices utilized by those districts. A survey was made of Texas superintendents' knowledge of school law. The data were contrasted with legal costs and the preventive law practices of the district. Two survey instruments were developed, and the case study approach was utilized. A survey was sent to the 1,101 Texas public school superintendents. The twenty-five item instrument was designed to solicit information regarding the amount of money spent by districts and the types of preventive law practices that school districts use to reduce legal costs. A legal awareness questionnaire was developed and administered to 72 of the 542 superintendents who responded to the first survey instrument. Three school districts were selected to be case study sites. The data from the instruments were analyzed to determine if a relationship existed between a district's legal costs and its preventive law practices, a district's legal costs and the superintendent's knowledge of school law, and a superintendent's knowledge of school law and the district's preventive law practices. The major conclusions of the study were as follows: (1) The larger the school district, the more money the district spends on legal costs. (2) Districts that incorporate preventive law activities do not necessarily have lower legal costs. (3) The differences in legal costs of a district and the types of preventive law activities utilized by the district are generally associated with district size, rather than with the absence of presence of the specific preventive law activity. (4) The legal knowledge possessed by the superintendent does not have an impact on the legal costs of the district. (5) The superintendent's knowledge of school law does not affect the number of preventive law activities used in the district.

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Reinking, Andrew P. "Charter School Law Components and their Effect on the Percentage of Charter School Enrollment." Thesis, Southern Illinois University at Edwardsville, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10270458.

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Despite rapid expansion of charter schools since the first enabling legislation was passed in 1991 there remains little understanding of the relationship between charter school law components and their relation to the percent charter school enrollment. This study focuses on the twenty charter school law components identified by the National Alliance of Public Carter Schools as being necessary for a strong charter school law and their correlation to charter school enrollment. Results suggest that, of the twenty components, Multiple Authorizers and Equitable Access to Capital Funding are most strongly correlated with an increase in the percentage of charter school enrollment. An additional five components, Equitable Operational Funding, Access to Retirement Systems, Adequate Authorizer Funding, Automatic Exemptions from State and District Rules and Regulations and Multi-school Charter Contracts Allowed, had a moderate correlation to the percentage of charter school enrollment. Additionally, one component, Authorizer and Program Accountability, shows a negative correlation to the percent of charter school enrollment. These findings suggest that if policymakers desire to increase the percentage of charter school enrollment they should carefully consider inclusion of these components in state law.

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Forniss, Jill. "Truancy and the Georgia compulsory school attendance law." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2004. http://digitalcommons.auctr.edu/dissertations/223.

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Truancy has become a major problem for many schools in the United States. Many states have adopted truancy laws and programs to help combat this growing problem. The purpose of this study is to examine the impact of two interventions used to address attendance problems and to assess their effectiveness among elementary school truants. The sample population was taken from the System Administration Student Information (SASI) report of three elementary schools in the Atlanta Public School System. SASI reports from the 2002-2003 school year were compared to the SASI report of the 2003-2004 school year. The hypothesis that notifying parents of students with truancy during the 2002-2003 academic year, along with sending them a copy of the Georgia Compulsory Attendance Law, will have a positive effect on truant behaviors and attendance patterns during the 2003-2004 school year was supported by the findings.

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Sinopoli, Anthony F. "Cyberwar and International Law: An English School Perspective." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4404.

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Cyberwar challenges future endeavors of state security. As technological capability has improved, and access to information has become more widespread the importance of the issue in today's ever-globalizing world grows each day. A primary objective is to evaluate the place of cyber-warfare against nation-states and any repercussions under an international law paradigm. Utilizing an English School perspective, emphasis will be applied to the argument that disruptive circumstances could come to fruition if international conventions are not created to bring consensus and order among nation-states on this subject. This study hypothesizes that a future application could be an agreement under international law, beyond current regional cooperative initiatives. Since cyber-related attack is a relatively new development, the issue lacks adequate historical context. In addition, since state behavior is a major contributor to the interpretation of international law, the matter is in need of a clear delineation of the norms that define the phenomena and what acceptable responses might entail. Case study analysis will highlight recent examples of state behavior and cyber-related attacks and sabotages.

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Detwiler, Robert R. "Assessing Factors Influencing Student Academic Success in Law School." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1318730664.

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Magone, Michael A. "Education law priorities and need a comparative analysis /." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-09262007-112630/.

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26

Robinson, Dennis E. "An analysis of knowledge of the Bible, private school law, and business and finance between Christian school principals with and without graduate degrees." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5018.

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The data showed that it did not seem to make a difference whether the respondents had attained a graduate degree in any of the tested fields; there was little or no significant difference in their score. This evidence suggests that no current study program adequately prepares an individual with the knowledge base needed to effectively lead a Christian school, especially in the areas of private school law and business and finance. Given that the review of literature showed that Christian schools most often fail due to financial reasons, this finding is particularly significant. It was suggested that universities look at the principal preparation programs to determine if they can add material which would help to better prepare the Christian school principal. This study indicates a knowledge deficit in the areas of business and finance and private school law, materials added in those areas might prove helpful to this group. Follow-on study was suggested in a larger population of Christian schools, perhaps in the Association of Christian Schools International, to more definitively determine if specially designed graduate programs need to be developed for this population of administrators.; This study analyzed the performance of a sample of K-12 Assemblies of God Christian school principals on the Christian School Principal Preparation Assessment Questionnaire (CSPPAQ). The CSPPAQ, developed especially for this study, assesses knowledge in three areas: knowledge of the Bible, knowledge of private school law, and knowledge of business and finance. A sample size of 102 was determined using the sample size formula, based on a population of 611 and a bound of 4 (??2). Numerous school closures over the course of this study caused the population size to drop to 490. This fact, coupled with a 45% survey return rate called for an adjustment of the bound to 6.4 (??3.2) for a sample size of 42. The scores in each of the three sub-areas as well as the composite score were then analyzed to determine if there was a statistically significant relationship between principals without a graduate degree and those with a graduate degree in Bible/theology, educational leadership and other (any other graduate degree). A single factor ANOVA procedure was used and determined that no statistically significant relationship exists for mean score in knowledge of the Bible (F=1.05, pgreater than].05). Mean score for knowledge of private school law showed a marginally significant difference (F=2.8, p=.054). Mean score in knowledge of business and finance also showed no significant relationship (F=1.7, pgreater than].05) with the same result for the composite score (F=2.18, pgreater than].05). Mean scores in the areas of private school law and business and finance were low (18.7 and 16.2 respectively). Calculating a percentage score for these areas would compute to 53% (18.7/35) and 54% (16.2/30) respectively, indicating a low knowledge base for these areas. Percentage composite score was also low at 63% (55.2/88).
ID: 030423409; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 139-141).
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education

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Bauer, Reinhard [Verfasser]. "Organisationsherrschaft in Wirtschaftsunternehmen : Wissenschaftliche Arbeit zur Erlangung des Doktorgrades der Rechtswissenschaft an der Bucerius Law School, Hamburg / Reinhard Bauer ; Bucerius Law School." Berlin : Reinhard Bauer, 2016. http://www.bauer-legal.net.

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Grunig, Stephen Douglas. "A model of donor behavior for law school alumni." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186529.

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Past higher education fund-raising studies examining alumni giving across several institutions have had two main limitations. First, the multitude of independent variables used in these studies has made it difficult to determine whether past studies have discovered many different factors that influence levels of alumni gift revenue, or whether they have discovered a few common factors that have been represented by different sets of variables in each study. Second, past studies have failed to adequately describe causal mechanisms through which variables significantly related to gift revenue influence levels of gift revenue. The current study addresses the aforementioned limitations in creating an aggregate model of donor behavior for law school alumni. The study examines alumni giving at 41 ABA-approved law schools. The results indicate that four basic factors account for most (87 percent) of the variance in amounts of alumni annual fund revenue among different law schools. The four factors, listed in order of importance and shown with the variables that load highly on each factor, are the following: Factor l--"Institutional Quality" (variables are average LSAT scores of accepted law students; reputation of law school among professors at other law schools; reputation of law school's graduates among judges and practicing lawyers; average starting salaries of new graduates of the law school; total number of volumes in law library; number of volumes in law library divided by FTE enrollment;). Factor 2--"Institutional Size" (variables are: FTE law school enrollment; number of living law school alumni; number of FTE law faculty; total number of law school advancement staff people). Factor 3--"Relative Advancement Effort" (variables are: number of law school advancement staff people divided by number of living law school alumni; number of law school reunion classes solicited for special gifts each year). Factor 4--"Institutional Age" (variables are: age of law school; age of law school's parent institution). Differences between the factor structures for public and private law schools are examined. The study suggests possible causal mechanisms through which these four factors influence the amount of alumni gift revenue raised by each law school.

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Dively, John A. McCarthy John R. "Tort liability of Illinois school districts, boards of education, and school personnel for student injuries." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633391.

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Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 10, 2006. Dissertation Committee: John R. McCarthy (chair), Marcilene Dutton, Edward R. Hines, David L. Tucker. Includes bibliographical references (leaves 147-153) and abstract. Also available in print.

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Clarke, Paul Terence. "Free speech and Canada's public school teachers, an employment law and constitutional law analysis." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24068.pdf.

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Tucker, Gary W. Ashby Dianne E. "The conditions under which superintendents perceive charter schools will be viable in downstate Illinois." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819902.

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Thesis (Ph. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 30, 2006. Dissertation Committee: Dianne E. Ashby (chair), David J. Blacker, Donald G. Hackmann, Kenneth H. Strand. Includes bibliographical references (leaves 125-129) and abstract. Also available in print.

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Boswell, M. Alison. "School Level Predictors of Bullying Among High School Students." UKnowledge, 2016. http://uknowledge.uky.edu/edp_etds/44.

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Bullying is a universal problem affecting the emotional, social, and physical wellbeing of school-age children worldwide. Individual level correlates of bullying have been well-documented; however, there is limited research identifying variables at the school level which contribute to bullying involvement, especially among high school students. In this dissertation, school characteristics associated with bullying were investigated using an ecological systems framework. In the first paper, a comprehensive review of the bullying literature was conducted. Research in the following areas were summarized: definitions of bullying, measures of bullying, individual correlates, influences of cognitive development and social context across age groups, contextual variables (family, school, and community), evidence-based interventions, and bullying from a socio-ecological perspective. In the second paper, research findings are presented for an original study investigating school level predictors of bullying involvement across Kentucky high schools. The study used aggregated data from a survey of 9th to 12th grade students in 26 high schools across the state, combined with existing school datasets, in order to examine: (1) the prevalence of bullies, victims, and bully-victims across Kentucky high schools and (2) school characteristics associated with elevated rates of bullying involvement. Results revealed important differences in school bullying incident reports and student reports of bullying experiences, as well as unique differences between school environments with high and low rates of bullying involvement. Overall, academic performance and parent involvement were the strongest predictors of bullying involvement at the school level; however, the relationships between these variables and prevalence rates were not as expected. In several analyses, individual level findings from the bullying research did not translate to the school level as hypothesized. Overall, these findings have important implications for researchers when using multilevel analyses in the school context, when investigating the impact of bullying interventions at the school level, and when investigating how the school environment contributes to bullying. Results also provide important information for schools developing or revising bullying data collection procedures.

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Ribeiro, Ana Carolina Trindade. "Affirmative action outcomes: evidence from a law school in Brazil." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/12/12138/tde-04092017-125250/.

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The main goal of affirmative action (AA) policies is to give opportunities otherwise nonexistent to minorities and underprivileged students. In this paper, I investigate whether the introduction of a college affirmative action policy enables AA beneficiaries to obtain a career in Law and to catch up with high scoring candidates who did not get admitted due to the policy (i.e., displaced candidates). To do so, I use a new dataset from UERJ admission office, a prominent public university in Rio de Janeiro, which was the first in Brazil to adopt a quota system for both black and public school students. I combine this dataset with the OAB exam passage records, equivalent to the American Bar exam. Preliminary results suggest that the quota policy improves OAB passage rates for beneficiaries. I find that lawyer certification for underprivileged students increases by 51 p.p., even though they underperform by 4.56 p.p when compared to displaced candidates. I also present evidence that displaced candidates do not experience any drop in their OAB exam passage rates due to the policy. Furthermore, I find that public school quota beneficiaries who score close to the admission cutoff present an increase in the probability of passing the OAB exam by up to 52 p.p.
O principal objetivo de políticas de ação afirmativa (AA) é dar oportunidades, em geral inexistentes, aos membros da sociedade menos privilegiados, em especial àqueles pertencentes a minorias. Neste trabalho, é feita uma análise acerca do impacto da política de cotas no curso de Direito da primeira universidade pública a adotar a política de cotas no Estado do Rio de Janeiro, a UERJ, de forma a estimar os efeitos da política após o ensino superior. Especificamente, o quanto a política impulsiona seus beneficiários e em que medida permite que estes se aproximem de candidatos que obtiveram pontuação alta no vestibular, mas não foram admitidos exclusivamente por causa da reserva de vagas. Adicionalmente, o impacto sobre estes últimos, que também são diretamente afetados. Para tanto, foram utilizados dados do processo de admissão do curso de Direito da Universidade do Estado do Rio de Janeiro (UERJ), considerado de alto prestígio, em conjunto com as listagens de aprovação no exame da Ordem dos Advogados do Brasil. Os resultados indicam que a política aumenta em 51p.p. a probabilidade de certificação dos candidatos que se beneficiam da política, apesar de os mesmos ainda apresentarem 4.56p.p. menos chance de certificação do que os candidatos displaced. Além disso, há evidências de que a política não afeta negativamente as chances de aprovação na OAB dos candidatos displaced que pontuaram pouco abaixo do corte de admissão na UERJ. Por outro lado, a política é capaz de aumentar a certificação dos alunos admitidos para vagas destinadas ao sistema de ensino público com pontuação próxima ao corte em até 52p.p.

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Katherman, Harolyn Joy. "Factors Which Influence School Administrators' Knowledge of Special Education Law." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/26951.

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The purpose of this study was to examine the relationship between professional characteristics and training of building level school administrators in Virginia and their knowledge of special education law. The research question was, to what extent and in what manner can school administrators' knowledge of special education law be explained based upon administrative position, school level, number of special education courses, number of school law courses, and experience? Knowledge of special education law was a total score on a survey instrument developed by Hines (1993) and updated to include eight areas of the 1997 Amendments to IDEA. A second part of the instrument collected information on professional characteristics and training. The survey was mailed to school building administrators throughout Virginia. The subjects in the study were randomly selected from Virginia public K-12 schools. Sampling was stratified by school level and wealth. The data were analyzed using a step-wise regression. Number of special education courses accounted for 4% of the variation in knowledge. Number of school law courses completed also entered into the analysis but had an inverse correlation with knowledge. The average knowledge score for administrators in this study was 18 or 56% correct. Identification of factors which have the greatest influence on principal knowledge of special education law can be used to plan effective preparation of school building administrators. School building administrators who are knowledgeable of special education law can ensure the protection of the rights of disabled students, build positive relationships within the community, and avoid costly litigation.
Ed. D.

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Davison, Liam G. "Lay principals under contract: 'Going Down for the Good Turf': An exploration of the perceptions of selected secondary lay principals in relation to the religious and spiritual dimensions of their role." Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/2dfacd8f2ac0a198ec44f954171140fc6961e0f2463fe0cf77d07783ab44732f/730352/64839_downloaded_stream_64.pdf.

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The purpose of this research study was to consider the understanding and experience of a selected number of lay principals of diocesan secondary Catholic schools in Victoria as to the religious and spiritual dimensions of their leadership role and to identify what supported them in the discharge of their responsibilities in these domains of their leadership.

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Saint-Jacques, Guillaume B. "Information technology and the rise of the power law economy." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/103212.

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Thesis: S.M. in Management Research, Massachusetts Institute of Technology, Sloan School of Management, 2015.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 36-38).
We show that the dramatically increasing share of income going to top earners can be explained by the rise of the "power law economy" and argue this reflects increased digitization and networks. Specifically, tax data (1960-2008) show that a bigger share of individual incomes are drawn from a power law, as opposed to the long-established log-normal distribution. We present a simple theoretical model to argue that the increased role of power laws is consistent with the growth of information technology, because digitization and networks facilitate winner-take-most markets. We generate four testable hypotheses, and find they match the data. (1) Our model, incorporating power laws, fits the data better than any purely log-normal distribution, (2) the increase in the variance of the log-normal portion of the distribution has slowed, suggesting a slowing of skill-biased technical change, (3) more individuals now select into the power law economy, (4) there is more skewness within that economy.
by Guillaume B. Saint-Jacques.
S.M. in Management Research

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Ford, Aaron D. "School Board liability for student-on-student sexual harassment : an analysis of the state of the law after Davis V. Monroe County Public Schools /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu148639916010628.

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Bigelow, Robert W. "Perception of Online Legal Education among Recently Retired Law School Faculty." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10680562.

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Within some areas of traditional legal education there has been discussion of and advocacy for greater acceptance and integration of online technology. This study addresses the enormous gap in the legal literature concerning perceptions of online legal education and adds to the robust body of literature concerning perceptions of online education in general, with a focus on a specific type of institution: law school. This qualitative exploratory study involved the collection and analysis of perceptions among 15 recently retired full-time faculty members from traditional brick-and-mortar law schools regarding online legal education. Through a process of examination and coding, this research identified and clarified topics and patterns in the data. Perceived benefits of online learning in law school included its facilitation of a diversity of learning styles, improved accessibility, and a reduction of fear and pressure. Critical perceptions included worries over the loss of physical face-to-face presence, reduction of fear and pressure, and possible incompatibility with clinical legal education. Other concerns involved engagement/discipline in online (and live) education, the approach of some for-profit institutions, technological issues, cheating, and class size (in live and online settings). The findings suggest a relationship between exposure to and appreciation of online learning and an anomalous relationship (with caveats) between faculty gender and appreciation of online learning. Future studies should examine the effectiveness of all forms of delivery of legal education, with emphasis on whether online education is used to replicate traditional law school education or to accommodate different learning styles through distinct pedagogies.

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Grøne, Jannie Helene. "Estimating the effect of gaining admission into medicine and law school /." Aarhus : Institut for Økonomi, Aarhus Universitet, 2009. http://mit.econ.au.dk/Library/Specialer/2009/20040147.pdf.

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al-Matroudi, Abdul Hakim I. "The role of Ibn Taymiyyah in the Hanbali School of Law." Thesis, University of Leeds, 1999. http://etheses.whiterose.ac.uk/590/.

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The study of Ibn Taymiyyah's life and knowledge has attracted the attention of researchers. Yet, the role of this scholar in the klanbali school of law has not been adequately researched and examined. Accordingly, this thesis seeks to study in depth some aspects of this role. The thesis is divided into seven chapters. The first chapter is divided into two sections: the first section studies and discusses several points related to Ibn klanbal after whom the klanbali school was named and especially the question of whether he can be considered as a jurist or just a traditionist (muhaddith). The second section is devoted to the study of certain aspects of Ibn Taymiyyah, focusing on the most important of his works in the field of jurisprudence and its general principles. The second chapter is a comparison between the basic sources of law of both Abmad and Ibn Taymiyyah, a conclusion of which helps in deciding the rank of the latter's status in knowledge. The third and fourth chapters deal with Ibn Taymiyyah's role in clarifying and correcting certain issues in the principles of the tianbali school of Law, and ljanbali jurisprudence respectively. The role of this scholar in influencing Hanbali jurists is the subject of the fifth chapter, where a detailed study and analysis of books of tabaqat and tarajum, as well as treatises compiled by the scholars under study is carried out. The sixth chapter discusses and studies Ibn Taymiyyah's position towards the triple divorce as a case study of the problematical fatawa of Ibn Taymiyyah which have been confronted with great opposition by Hanbali scholars and surprisingly has left an influence on the school's position regarding this legal issue. Although the subject of this thesis is a study of the role of a scholar who lived in the seventh-eighth/thirteenth-fourteenth centuries on the I-Janbali school of law, this is, however, a subject of interest to today's scholars and the Muslim public, this being due to the fact that Ibn Taymiyyah is one of the scholars who has greatly influenced the klanbali school of law which is an existing school of law in various parts of the Islamic world. In addition, the various corrections and clarifications made by Ibn Taymiyyah to the Hanbali school of law in both its jurisprudence and general principles, may be applied to other schools of law, within which similar problems can be found.

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Garstka, Steven Alan Jr. "Student Perceptions of School Resource Officers." Youngstown State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1594393466254999.

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True, Richard A. "Safety in the Educational Environment: Rural District Administrator Perceptions of School Safety in Northeast Tennessee Public Schools." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3839.

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A qualitative research study was conducted to identify, describe, and understand the perceptions of administrators of public school districts in northeast Tennessee regarding school safety. Using a semi-structured interview process, the researcher identified emerging themes regarding the factors most associated with safe school districts, the factors most associated with unsafe school districts, the items identified as needed to improve safety, and the topics identified as future safety issues at the school and district level. Through such study, the researcher was able to develop an understanding regarding the overall safety of school districts in northeast Tennessee and the specific components that lead to the existence of safe school environments. Public school administrators in northeast Tennessee have positive perceptions regarding the overall safety of school districts, indicate a high level of awareness and a climate of safety preparedness, and believe that safety has improved due to the presence of increased funding. They perceive the factors most associated with safe school districts are the presence of law enforcement in the school environment, adequate preparation and safety-related professional development, and adequate financial resources for safety-related measures. Factors associated with unsafe environments include inconsistent adherence to safety-related processes and procedures, lack of appropriate physical security and access control, and the age, design, and current condition of physical facilities. Administrators cite the need for additional training, professional development, and resources for safety improvements, as well as identifying increasing mental health concerns and technology security as the most pressing needs facing school districts.

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Carnes, Marilyn J. "The Status of Training for Local Boards of Education in Ohio as Perceived by School Board Members and Superintendents." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1210108464.

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Daniel, Joseph Christopher. "Combat Drones and International Order: An English School Approach." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/79564.

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The purpose of this work is to examine the effect of the use of combat drones for the practice of targeted killing on international order. The understanding of these effects is critical for if the use of combat drones for targeted killing undermines critical institutions of international society, which serves as the basis for international order, then the international order itself would be undermined. It is a qualitative study of drones and their effect on select primary institutions found within the theoretical framework of the English School (ES) of International Relations. The institutions used in this work are sovereignty, territoriality, international law, great power management, and war. This work builds its case on open source primary and secondary documents from the UN and news outlets to gauge the effect and reaction of states to the use of drones over the last 15 years. It found that drones and targeted killing have indeed had a detrimental effect on the institutions of sovereignty, territoriality, and international law. However, drones have also met positive approval by great power management and have helped change the nature of the institution of war.
Master of Arts

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Breed, Josef Adriaan. "'n Onderwysregtelike perspektief op die skoolhoof se taak as menslike hulpbronbestuurder / Josef Adriaan Breed." Thesis, Potchefstroom University for Christian Higher Education, 2003. http://hdl.handle.net/10394/1290.

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Maboe, Tshose Phillip. "Educational law basis for parental involvement in the school system / T.P. Maboe." Thesis, North-West University, 2005. http://hdl.handle.net/10394/632.

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The rights and responsibilities of parents are viewed very seriously in South Africa in that they are emphasised by the Act of Parliament. The South African Schools Act, No 84 of 1996, places the governance of every school in the hands of parents. The parents are in this way required to perform their roles within the orbit of this Act of parliament. This study is therefore directed at analysing the Schools Act and those sections of the law are discussed which have a direct bearing on the responsibilities and the rights of parents when involved with the school. A comparison is drawn between the national determinants of yesteryears regulating parental involvement as well as the new paradigm statutes regulating parental involvement in the school system. The findings of the literature study led to the empirical study. A questionnaire on this study comprising 46 items was developed. The subjects of this study were made up of 150 parents in the Lichtenburg District of the Department of Education in the North-West Province. The results of 137 respondents were statistically analysed. The study revealed that parents lack knowledge on the statutes relating to their involvement in the schools. Also, there are no measures taken by the schools to capacitate the parents to understand and apply the laws correctly. Finally, parents are not performing their roles adequately as is expected by the law. The findings of this study led to the recommendations on how parents could be helped to do what the law requires.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

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Stewart, Douglas J. "School principals and the law: A study of the legal knowledge needed and held by principals in government schools in Queensland." Thesis, Queensland University of Technology, 1996. https://eprints.qut.edu.au/36533/1/36533_Digitised%20Thesis.pdf.

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This study was concerned with an aspect of the professional knowledge needed by principals to meet the demands that an increasing number of managerial tasks requiring specialist understandings are making of them. In this regard an emergent area of concern to principals is that associated with the considerable volume of legislative, common and criminal law which they are involved with in the management of their schools. Overall the findings indicate that the claims concerning the legalisation of education in Australian schools is well founded and that, as a consequence, there are a number of implications that can be drawn for education authorities and for school practitioners as well as for future research. In particular, the findings may be of value in the current efforts by the Queensland Department of Education Centre for Leadership Excellence to identify areas of professional knowledge appropriate for the induction and ongoing training of new principals. It is hoped, also, that the findings might have considerable importance for school administration and management in that legal risk strategies should ideally be reflected in a range of school policies and practices. The study concludes with a number of suggestions emanating from the findings concerning possibilities for further research which would add to the conclusions reached here.

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Weiler, Spencer C. "Abbeville v. the State of South Carolina: A Case Study." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26970.

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Abbeville v. the State of South Carolina (2005) is the latest lawsuit in a long line of cases addressing school finance issues that originated with Brown v. the Board of Education (1954), Serrano v. Priest (1971), and the San Antonio Independent School District v. Rodriquez (1973). Unlike many of the other school finance cases that have been adjudicated, Abbeville has not been the subject of much academic scrutiny. This case study documented Abbevilleâ s origins in an effort to begin the process of academic examination and understanding. To document the inception of this case, five research questions were developed to guide the efforts. These five research questions were: 1) What political and economic conditions were present in South Carolina in the early 1990s that led to the decision to file the lawsuit?; 2) How were the eight lead school districts selected to be a part of the plaintiffsâ case?; 3) What legal arguments did both the plaintiffs and defendants use in Abbeville?; 4) Why did the state choose to contest the lawsuit?; and 5) What was the 2005 ruling in the Abbeville case and how did people closely associated with the case react to the decision? The data used to answer these research questions included analysis of primary documents and eighteen qualitative interviews. The primary documents included the state constitution, current legislation in South Carolina affecting public education, previous school finance oriented court cases in South Carolina, and student achievement data. The eighteen participants in this study all shared a high degree of familiarity with Abbeville. Eleven were directly involved in the case (testified, heard and/or made legal arguments), four were deposed, and the remaining three followed the case closely. The credibility of this study increased through the use of triangulation, or the use of multiple data sources related to an issue of uncertainty, which produced the conclusions to the study found at the end of this document. As a result of the data collected, conclusions related to Abbeville are presented along with a discussion on the implications of this study. There are also suggestions for future studies.
Ph. D.

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Brosseit, Brett A. "Law school academic support professionals' perceptions about development of students' critical thinking." Thesis, BARRY UNIVERSITY, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3718737.

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Recent research suggests that many U.S. students graduate from college with under-developed critical thinking skills. College graduates with deficits in critical thinking skills who pursue legal education face difficult barriers to academic and professional success which, if not effectively addressed, may impact the affected students, as well as the legal profession and society as a whole. Legal education is likewise facing intense criticism regarding educational practices and graduates? level of preparation for the competent practice of law. The purpose of this study was to construct a comprehensive theory of the development of critical thinking skills in law students. Through a process of grounded analysis, the researcher developed a conceptual model of the development of critical thinking in law students based on interview data collected from 14 academic support professionals at third- and fourth-tier law schools in the U.S. The model, referred to as the Critical Thinking in Law Students (CTLS) Model, considers student learning needs, student learning challenges, and legal education system challenges, and identifies twelve factors to optimize the development of critical thinking in law students. The CTLS Model may help law school governing authorities, law school administrators, law school faculty, law school academic support professionals, and law students better understand how critical thinking develops in law students so that students may achieve their full academic, intellectual, and professional potential.

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Fihla, Priscilla Mandlakazi. "Relationships among Law School Experience and Selected Personality and cognitive Style Variables." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392220414.

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Dissertations / Theses on the topic 'School: School of Law'

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