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The primary purpose of the study was to determine the public school curricula, kindergarten through grade twelve, as mandated by the legislature in each of fifty states as of July 1, 1988. A secondary purpose of the study was to determine trends that may be evident through a comparison of the findings of the study with the findings of two earlier studies, the Marconnit study (1966/67) and the Berry study (1977/78). Like the two earlier studies, statutes pertaining to mandated curriculum for each of the fifty states were utilized as the source of the findings.To accomplish the stated purposes, nine questions were posed to serve as the basis of research for the study. The nine questions addressed the following topics: (1) subjects of required instruction, (2) grade levels of instruction, (3) time allotted to instruction, (4) performance objectives associated with a subject, (5) presentation of detailed subject content, (6) geographic, population, or state admittance patterns associated with the subjects, (7) subject related requirements which are unique to individual states, (8) states which have granted complete control of the curriculum to another state entity, and (9) trends which were evident from a comparison of the study findings with the findings of Marconnit (1966/67) and Berry (1977/78).Three hundred ninety-seven subjects were identified in the study. Marconnit (1966/67) identified ninety-nine subjects and Berry (1977/78) identified one hundred ninety-nine subjects. An increase in the number of states specifying grade levels, time allotments, performance objectives, and subject content was also noted. Unlike the two earlier studies, four subjects, government, health, safety education, and fire prevention, were observed to be associated with particular geographic regions. Two hundred thirty-seven subjects were identified as being unique to individual states. Only one state, Montana, was identified as having granted control of the curriculum to another state entity. In comparing the findings of the three studies, the number of subjects contained within six of seven subject categories increased. The six subject categories were: government; economics and geography; basic skills and language; mathematics and science; health, physical education, and safety; and miscellaneous subjects. Only the subject category related to the arts remained relatively constant. / Department of Educational Administration and Supervision

The problem was to determine the public school curriculum as currently mandated by each of the fifty states. The study was confined to those mandates regarding the public school curriculum as of December 1976. Only the curriculum as pertains to the public schools from kindergarten through grade twelve were made a part of the study. A compilation of each curriculum, statute was made of the fifty states. Each state was listed in alphabetical order with the statutes pertaining to the mandatory curriculum. The collection of statutes served as the basis for the study of patterns that existed between the states. The data were treated graphically and also listed by individual states.A review of the literature showed that the United States Constitution does not contain a reference to education. The state power to prescribe curriculum was interpreted to come from provisions included in the Tenth Amendment to the Constitution. Education has been a state function and is mentioned in every state constitution. State legislatures have had plenary power to prescribe both the type and content of curriculum to be used in the public schools.The report of findings included one hundred ninety-nine subjects and represents the subjects mandated to be taught and/or studied within at least one state of the fifty states. From twopercent to sixty-six percent of the states had legislation requiring instruction in each of the subject areas.The findings were organized under seven categories:(1) Subjects Related to Government, (2) Subjects Related to Economics and Geography, (3) Subjects Related to Basic Skills and Language, (4) Subjects Related to the Arts, (5) Subjects Related to Mathematics and Science, (6) Subjects Related to Health, Physical Education and Safety, and (7) Miscellaneous Subjects. Within each of the seven categories were placed all subjects mandated to be taught and/or studied in the public schools. The report of each mandated subject contained the name of the legislating state, the grade or grade level, requirements peculiar to each state, the actual content of subject matter when listed, the amount of time devoted to the subject if specified, and a graphical treatment of the prescribed subjects.Practices of legislatures have caused ambiguity. Mandates have been made requiring a subject title to be taught or studied without prescribing content. States have required examinations be given concerning a subject title but did not specify how extensive the examinations were to be. Of the one hundred ninety-nine subjects prescribed, eighty-five subjects were required by but a single state. The eighty-five subjects represent unique requirements for the particular states. The total requirements of each state is different from the total requirements of all others.

The purpose of the study was to ascertain what the four state universities were doing to prepare prospective teachers in the area of legal rights and responsibilities of teachers and students.The population of the study was defined as personnel of the Indiana State Department of Public Instruction, university undergraduate deans, and professors responsible for the teaching of legal aspects of education to prospective teachers, and a random sample of student teachers.The review of literature and research revealed empirical data regarding school law, the courts, and preparation of prospective teachers in the area of legal rights and responsibilities outdated or non-existent, and subjective in nature. Authors agreed that prospective teachers need to be knowledgeable in school law for effective performance of duties. Authors found little actually being done to prepare teachers in the legal aspects of education and that reforms were needed at the collegiate level.The following findings were based on analysis of data obtained from interviews and questionnaires: Not all universities have met the requirement of including the legal aspects of education for undergraduate prospective teachers; the amount of time spent teaching school law to undergraduates is left to the discretion of the individual professors; most classes which were designed to include school law were described with no mention of school law or legal topics in the course syllabi or college catalogs; only one university class had a specific text for the instruction of legal rights and responsibilities; professors agreed that more uniformity should exist; the majority of professors recommended that a course specifically in school law should be required at the undergraduate level for prospective teachers; the preparation and background of faculty responsible for teaching school law to undergraduate prospective teachers were lacking in school law training and experience; the majority of student teachers recognized and reported a lack of training in the area of school law; and all but three student teachers reported that an undergraduate school law course should be required at the undergraduate level for prospective teachers.The following conclusions, based upon the review of related literature and research, and upon data from the study, were developed: University requirements submitted to the Indiana State Department of Public Instruction may or may not take place on the campuses; few consistencies exist in the teaching of school law to undergraduate prospective teachers; most prospective teachers do not receive sufficient training in the area of legal rights and responsibilities of teachers and students; what is taught, how the material is taught, when it is taught, if it is taught, and how much time (if any) is devoted to the topic of school law are left entirely to the discretion of the professors; most professors recognize a need to do something to improve the teaching of school law to prospective teachers; professors assigned the responsibility of instructing prospective teachers in school law do not have background or training in the area; student teachers desire an undergraduate required course in school law; most school law was disseminated in a haphazard manner; a need exists to better prepare teachers in the area of school law; school law for undergraduate prospective teachers has not been a priority issue even in the face of growing litigation; most professors believe that teachers should learn school law by experience and on-the-job training; student teachers are fearful of growing court actions and expressed a need to know current laws to manage classrooms effectively; and professors responsible for teaching school law to undergraduate prospective teachers have not conducted any workshops, conferences, or seminars related to school law.

The study involved an examination of the function of the Attorney General of Indiana as legal adviser to public school authorities in Indiana.The purposes of the study were (1) to present information concerning the legal basis upon which the Office of Attorney General was founded; to describe: (2) the organization of the Office of the Attorney General of Indiana; (3) the procedure for requesting and rendering opinions from the Office of the Attorney General of Indiana; to ascertain: (4) the effect of such an opinion once said opinion has been rendered; (5) the relationship between the Office of the Attorney General of Indiana and local school corporation authorities with respect to the function as legal adviser; and (6) the relationship between the Office of the Attorney General of Indiana and local school corporation authorities with respect to the function as legal adviser.

Teachers are perceived by society and in law to be in a position of trust. As a result of the daily interaction with their students, educators have the opportunity to be influential and they are expected to behave in a responsible, ethical and moral manner. Being viewed as a moral compass of society is a significant responsibility and the implications of such a statement are substantial upon not only teachers but also impact on teacher education programs. This study investigates how educational law impacts on beginning teachers in light of the many legal and ethical boundaries that educators will experience throughout their career. The literature review discusses the delicate balance between an educator’s mission and the requirement to follow policies and procedures; documented court cases, which have an impact on educators; and, finally, the educational law component within the teacher education framework. Six participants were interviewed in this study of which two are teachers in their first three years of teaching, two recent graduates, a principal and an official with a teacher union who is a member from the Counseling department. All four of the teachers completed a two-year initial teacher education program. In addition, the principal is a member of the Partnership Advisory Council of the program. Maintaining the delicate balance between an educator’s mission and the law will continue to be a challenge. The direct and indirect statutory rules and regulations which impact on the education system and the supporting landmark court case decisions clearly bring to question the level of preparedness of teacher candidates and indicate a need to examine the role teacher education programs play in preparing future teachers. The major themes include the impact of educational law on the professional and personal lives of beginning teachers, the role of initial teacher education programs, and the legal enablers and barriers for educators. The key findings for each of the themes are discussed. Educators find themselves in a very complex role. The teacher education programs in Ontario need to examine the importance of including meaningful and insightful dialogue about the legal and ethical aspects of being a teacher.

Thesis (Ed.D.)--Baylor University, 2007. / Includes bibliographical references (p. 128-132).

Issued also as Thesis (Ph. D.)--University of Chicago, under title: The legal basis for the organization and administration of the publicly supported normal schools and teachers colleges in the territory of the North central association. / Reproduced from type-written copy. Bibliography: leaves 160-164.