Summary
Contents
Subject index
A practical, user-friendly approach to school law supported by carefully constructed information that is of immediate interest to classroom teachers, supervisors and school administrators.
Key Features
Maps out the court's decision-making process in an easy-to-understand format
Illustrates the key aspects of a legal issue through case-studies in every chapter
Explains complex cases with succinct case briefs that target legal laypersons and comprehensive chapter overviews that highlight important concepts
Encourages dialogue with accompanying discussion questions for each case brief and case study
Offers additional case briefs online at http://www.sagepub.com/aquilacasebriefs
Intended Audience: This book is designed for upper-level undergraduate and graduate students of school law and is a valuable resource for courses in school administration, supervision, and teacher education.
“I find this book to be a very well done, comprehensive text, with useful activities and exceptional case briefs” —Dr. Christine Villani, Southern Connecticut State University
“More than a comprehensive text, this is a reference work for any active school administrator. School Law for K–12 Educators will be found open on a desk more often than closed on the shelf.” —Philip Huckins, New England College
“The greatest strength is presentation of facts, narratives, cases, in a concise format with discussion questions and topics” —Audrey M. Clarke, California State University, Northridge
“This comprehensive resource is thoughtfully designed with a focus on legal currency and relevancy. The case briefs enhance an already distinctive textbook.” —Bradley Vance Balch, Indiana State University
“Well done book, comprehensive, and easy to read for educators. The most exceptional portion of this book are the case studies, and the exceptionally well done case briefs, excellent instructional tools.” —Dr. Christine Villani, Southern Connecticut State University
English Language Learners
English Language Learners
There is no equality of treatment merely by providing students the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.
Overview
Unfortunately, the traditional attitude regarding today's non-English-speaking students has been to allow them to “sink or swim,” just as it was for Irish, Jewish, Italian, Polish, German, and other non-English-speaking immigrants early in the twentieth century. Today, there is little doubt that non-English speakers are at a decided disadvantage in our schools. Furthermore, many non-English speakers not only want language support, but also a program that allows their children to appreciate their original cultural heritage as well. Overcoming this linguistic disadvantage is a challenge that can be ...
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