Pervasive Myths in Teacher Beliefs about Education Law

Imber, Michael

doi:10.1080/01626620.2008.10463495

Cited by 7 publications

(11 citation statements)

References 7 publications

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“…The issue of teacher rights has previously been indicated (Imber, 2008;Schimmel & Militello, 2007) as an educational law issue which teachers need to be competent in. Based on the findings of previous studies (Paul, 2001;Reglin, 1992;Schimmel & Militello, 2007), teachers have inadequate knowledge of legal issues regarding their rights as teachers.…”

Section: Discussionmentioning

confidence: 99%

“…If teachers have a low level of educational law knowledge, what programs or events could be implemented to narrow the legal knowledge gap? According to the literature, legal literacy can be acquired through pre-service teacher preparation programs (Imber, 2008;Littleton, 2008;Mirabile, 2013), in-service professional development events (Bounds, 2000;Harris, 2001;Imber, 2008;Koch, 1997;Littleton, 2008;Mirabile, 2013), and professional organizations (Bounds, 2000;Mirabile, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, previous research indicated periodic professional development training was the most popular and effective method to close the legal knowledge gap (Bounds, 2000;Harris, 2001;Koch, 1997). Imber (2008) recommended state certification agencies and school districts develop interactive online tutorials to provide periodic educational law training for teachers.…”

Section: Introductionmentioning

confidence: 99%

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School District Superintendents’ and Attorneys’ Perceptions of the Most Important Educational Law Issues Impacting Agricultural Science Teachers.

Hainline¹,

Burris²,

Ulmer³

et al. 2019

JAE

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Teachers are tasked with the important role of educating and empowering the Nation's youth. Although teaching is a rewarding vocation, teachers are subjected to risk and liabilities on a daily basis. The rising number of school-based litigation and the litigious nature of today's society bolster the need for teachers to abide and understand the administrative, statutory, judicial, and constitutional laws mandated in the state of Texas. Aside from the general liabilities faced by educators, agricultural science teachers are exposed to additional liabilities due to their unique professional responsibilities. A systematic delivery of educational law training could potentially aid in improving the educational law competency of teachers in Texas. However, educational law training is only viable if the most pertinent educational law issues are being addressed. To identify the most important educational law issues, this Delphi study involved the inquiry of school district superintendents' and attorneys' opinions of the most important educational law issues. The panel indicated teacher rights, student discipline, special education, and teacher's communication with students as the most important general educational laws issues. Moreover, the issues of student safety/supervision, communication with parents and superiors, and financial responsibility were the most important agricultural education-related issues faced by teachers.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

School District Superintendents’ and Attorneys’ Perceptions of the Most Important Educational Law Issues Impacting Agricultural Science Teachers.

Hainline¹,

Burris²,

Ulmer³

et al. 2019

JAE

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show abstract

“…As a result, many teachers are not prepared to handle legal issues effectively or correctly (Littleton, 2008). Teachers may have limited knowledge of legal mandates within the educational system, often because of their limited preparation or inadequate preservice (university) training (Imber, 2008). Furthermore, the intricacies inherent to legal mandates and processes are particularly difficult to grasp by individuals who have limited training (Imber, 2008).…”

Section: Be Knowledgeable Of Special Education Law and Its Implementamentioning

confidence: 99%

“…Teachers may have limited knowledge of legal mandates within the educational system, often because of their limited preparation or inadequate preservice (university) training (Imber, 2008). Furthermore, the intricacies inherent to legal mandates and processes are particularly difficult to grasp by individuals who have limited training (Imber, 2008). However, teachers should be cognizant of their legal obligations and responsibilities in relationship to the law(s) (Yell, Katsiyannis, Ryan, McDuffie, & Mattocks, 2008).…”

Section: Be Knowledgeable Of Special Education Law and Its Implementamentioning

confidence: 99%

Advocating for Students with Disabilities at the School Level

Whitby¹,

Marx²,

McIntire³

et al. 2013

TEACHING Exceptional Children

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Advocating for students with special needs at the school-and classroomlevel is an extremely important role of a special educator. Special education professional advocacy guidelines are governed by the Council for Exceptional Children (CEC). Five professional standards identified by CEC that all educators must use in their advocacy are (a) working toward improving how government services are provided to individuals with exceptionalities, (b) working in collaboration with various professionals to ensure individuals with exceptionalities are receiving appropriate services, (c) maintaining objective and documented evidence of any inadequate services or resources afforded to individuals with exceptionalities, (d) ensuring appropriate placements are provided to individuals with exceptionalities, and (e) adhering to federal and local legislative mandates to ensure individuals with exceptionalities receive a free and appropriate public education (FAPE; CEC, 2008).In alignment with the CEC professional standards, special educators accept their professional responsibility to advocate for their students with dis-abilities; however, they also report a belief acquired through experience that personal and professional risks are inherent in doing so (Gartin, Murdick, Thompson, & Dyches, 2002). Figure 1 provides a summary of CEC professional standards for advocacy.Advocating for a student can cause inherent risks for special education professionals (Peters & Reid, 2009).

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Case-Based Instruction to Teach Educators about the Legal Parameters Surrounding the Discipline of Students with Disabilities

Pazey

2017

Action in Teacher Education

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Pervasive Myths in Teacher Beliefs about Education Law

Cited by 7 publications

References 7 publications

School District Superintendents’ and Attorneys’ Perceptions of the Most Important Educational Law Issues Impacting Agricultural Science Teachers.

School District Superintendents’ and Attorneys’ Perceptions of the Most Important Educational Law Issues Impacting Agricultural Science Teachers.

Advocating for Students with Disabilities at the School Level

Case-Based Instruction to Teach Educators about the Legal Parameters Surrounding the Discipline of Students with Disabilities

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