The purpose of this research was to determine what secondary school principals across the United States know about public school law as it relates to student rights and teacher rights and liabilities. The research further attempted to determine how often principals are legally threatened and sued, to what degree they are adjusting their behaviors in response, and how they both obtain and disseminate legal information. Simple statistics, analysis of variance, and correlations were used to determine how variables were related and, specifically, how each may influence legal knowledge. Using the National Association of Secondary School Principals' database, 493 principals representing all but two states responded to the 57-question, Principals' Education Law Survey. It was determined that law knowledge was less than the 70% proficiency target with an aggregate score of 58.71% correct, and subtest scores of 65.27% on the student rights section and 56.60% correct on the teacher rights and liabilities section. There were significant effects of gender, school type, school size, school population, time spent preparing for legal challenges, public versus private, educational level, law training, sources of legal knowledge, and law training rank on legal knowledge. Principals disseminate information, regularly provide legal advice to their staff, and feel there is a need for more training in the areas of special education, limited English proficiency education, and student due process and discipline. Eighty-five percent of participants would change their behaviors if they knew more about public school law. These results suggest that principals know more about public school law than teachers, but knowledge is still inadequate. As a result, principals are changing behaviors based on missing information and misinformation. However, highly rated training and job embedded practice positively impacts legal knowledge. In response, principals must assume the role of school law leader with systematic support from state departments of education, schools of education, and professional organizations. A fundamental pre-service training program, combined with regular on-going training and easy to use resources can help the school leader share legal knowledge with school staff, thereby building organizational law literacy in order to support preventive law practice within the schoolhouse.

Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: William P. Anderson. Dissertation Committee: Frank L. Smith. Bibliography: leaves 115-123.

No description available.

Thesis (LL.M.)--George Washington University, May 1998. / Directed by: Richard Cummins.

Thesis (LL. M.)--York University, 2000. / "Graduate Programme in Law, Osgoode Hall Law School, York University." Includes bibliographical references (leaves 235-242). Also available on the Internet. MODE OF ACCESS via web browser by entering the following http://wwwlib.umi.com/cr/yorku/fullcit?pMQ59548.

Thesis (D. Jur.)--York University, 2000. / "Graduate Programme in Law, Osgoode Hall Law School, York University." Includes bibliographical references. Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ67940.

Thesis (D. Jur.)--York University, 1999. / "Graduate Programme in Law." Includes bibliographical references (leaves 381-400). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ43416.

Thesis (LL.M.)--York University, 2003. / Includes bibliographical references (leaves 195-205). Also available on the Internet.

Thesis advisor: Celeste Wells / This thesis explores the ways in which physical and ideological spaces influence the experiences of women of color in law school and their subsequent perception of those spaces. Participants were interviewed and asked questions about their holistic experience in law school. The researcher applied Oyserman’s racial-ethnic self-schemas theory and Crenshaw’s intersectionality approach to analyze and interpret the findings of the data. Ultimately, it was concluded that women of color recognized their law school’s ability to prepare them to be lawyers but felt less so about their ability to navigate the professional legal industry as a woman of color. In addition, the thesis argues that the negative experiences of women of color go beyond imposter syndrome and other identity-based elements. Instead, it is more directly rooted in the spaces in law school, specifically related to the pedagogical model of the institution that clashes with identity-based experiences. Thus, the thesis suggests ways that law schools can better support women of color and a direction for future areas of study. / Thesis (BA) — Boston College, 2023. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Communication.

When Australian law teaching began in 1857, few lawyers in common-law systems had studied law at university. The University of Melbourne's new course joined the early stages of a dual transformation, of legal training into university study and of contemporary common law into an academic discipline. Victoria's Supreme Court immediately gave the law school what was known in America as 'diploma privilege': its students could enter legal practice without passing a separate admission exam. Soon university study became mandatory for locally trained lawyers, ensuring the law school's survival but placing it at the centre of disputes over the kind of education the profession should receive. Friction between practitioners and academics hinted at the negotiation of new roles as university study shifted legal training further from its apprenticeship origins. The structure of the university (linked to the judiciary through membership of its governing council) and the profession (whose organisations did not control the admission of new practitioners) aided the law school's efforts to defend both its training role and its curriculum against outside attack. / Legal academics turned increasingly to the social sciences to maintain law's claim to be not only a professional skill, but an academic discipline. A research-based and reform-oriented theory of law appealed to the nascent academic profession, linking it to legal practice and the development of public policy but at the same time marking out for the law school a domain of its own. American ideas informed thinking about research and, in particular, pedagogy, although the university's slender financial resources, dependent on government grants, limited change until after World War II. In other ways the law school consciously departed from American models. It taught undergraduate, not graduate, students, and its curriculum included history, jurisprudence and non-legal subjects alongside legal doctrine. Its few professors specialised in public law and jurisprudence, leaving private law to a corps of part-time practitioner-teachers. The result was a distinctive model of state-certified compulsory education in both legal doctrine and the history and social meanings of law.