Education law Books

Book SynopsisThis is a pioneering study comparing university-level and professional online legal education across 13 jurisdictions from the Asia-Pacific region, Europe and beyond before and especially after the COVID-19 pandemic. The book examines developments in legal professions and traditions, university funding and ICT infrastructure.

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Book SynopsisTraces the growth of Lee v. Macon County from a case to desegregate a single school district in rural Alabama to a decision that paved the way for ending state-imposed racial segregation of the schools in the Deep South.Table of Contents Preface Introduction: Tuskegee, Alabama, September 9, 1963 1. The Ratchet Principle:Truman Sets Federal Civil Rights Policy for His Successors in Office 2. Macon County and Alabama's Racial Caste System 3. The School Desegregation Case Begins 4. New Year, New Schools, New Law 5. The Case Goes Statewide 6. Aftermath: Response to the Statewide Decree 7. "Watch What We Do" Conclusion Notes Bibliographic Essay Index

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Book SynopsisThe place of emotion in legal education is rarely discussed or analysed, and we do not have to seek far for the reasons. The difficulty of interdisciplinary research, the technicisation of legal education itself, the view that affect is irrational and antithetical to core western ideals of rationality - all this has made the subject of emotion in legal education invisible. Yet the educational literature on emotion proves how essential it is to student learning and to the professional lives of teachers. This text, the first full-length book study of the subject, seeks to make emotion a central topic of research for legal educators, and restore the power of emotion in our teaching and learning. Part 1 focuses on the contribution that neuroscience can make to legal learning, a theme that is carried through other chapters in the book. Part 2 explores the role of emotion in the working lives of academics and clinical staff, while Part 3 analyses the ways in which emotion can be used in Trade Review'By throwing light on the ways in which emotions play a significant role in both learning and teaching law, this international collection from some of the leading experts in legal education draws our attention to a much-neglected aspect of the educational process. It deserves to be widely read, seeking to enrich our understanding both of law students and law teachers by revealing just how crucial the affective domain is in relation to the rational thinking that we generally assume lies at the heart of legal education.' Fiona Cownie, Keele University, UK 'This pioneering text devotes long overdue attention to the role of the affective domain in legal education and compels action: at stake is the psychological and ethical wellbeing of our students, their educators and the practicing profession. To accommodate affect is not to oppose cognitive and lawyering excellence, but to enhance it. This volume will be essential reading for those committed to the moral-ethical development of a functioning and humane legal profession.' Sally Kift, Queensland University of Technology, Australia '... intellectually stimulating, wide-ranging, extremely well-written and long overdue... so multi-faceted and multi-layered that a second volume is doubtless warranted...' Hibernian Law JournalTable of ContentsContents: Introduction, Paul Maharg and Caroline Maughan; Part I Affect, Legal Education and Neuroscience: Why study emotion?, Caroline Maughan; Learning and the brain - an overview, Richard Roche; Enhancing self-control: insights from neuroscience, Lorraine Boran and David Delany. Part II Affect and Legal Education: Can litigators let go? The role of practitioner-supervisors in clinical legal education programmes, Sara Chandler; Instead of a career: work, art and love in university law schools, Anthony Bradney; What do academics think and feel about quality?, Chris Maguire. Part III Affect and Learning: From Socrates to Damasio, from Langdell to Kandel: the role of emotion in modern legal education, Alan M. Lerner; Legal understanding and the affective imagination, Maksymilian Del Mar; What students care about and why we should care, Graham Ferris and Rebecca Huxley-Binns; The body in (e)motion: thinking through embodiment in legal education, Julian Webb; Developing professional character - trust, values and learning, Karen Barton and Fiona Westwood; Addressing emotions in preparing ethical lawyers, Nigel Duncan; Space, absence, silence: the intimate dimensions of legal learning, Paul Maharg; Index.

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Book SynopsisHow the United States can provide equal educational opportunity to every child The United States Supreme Court closed the courthouse door to federal litigation to narrow educational funding and opportunity gaps in schools when it ruled in San Antonio Independent School District v. Rodriguez in 1973 that the Constitution does not guarantee a right to education. Rodriguez pushed reformers back to the state courts where they have had some success in securing reforms to school funding systems through education and equal protection clauses in state constitutions, but far less success in changing the basic structure of school funding in ways that would ensure access to equitable and adequate funding for schools. Given the limitations of state school funding litigation, education reformers continue to seek new avenues to remedy inequitable disparities in educational opportunity and achievement, including recently returning to federal court. This book is the first comprehensive examination of Trade ReviewThis is a wonderful collection of essays on a topic of great importance: whether there should be a federal right to education. The essays in this volume are written by the top experts in the country and together they make a compelling case that education should be deemed a fundamental right and that only by doing so can we ensure an adequate education for every child. This is scholarship at its best, documenting the problem and showing the path forward. -- Erwin Chemerinsky, Dean and Jesse H. Choper Distinguished Professor of Law, University of California, Berkeley School of LawThis important book examines the pressing issue of how we can actually and at long last deliver on an equity promise in public education to the nation’s students. The debates in these pages merit deep and sustained attention to protect the long recognized public good of educating all people, regardless of background, toward effective civic engagement and participation. Kimberly Jenkins Robinson and her contributors in these pages distill and make accessible competing theories for if and how to proceed, without ever losing focus on what is at stake for children in school and the health of the nation. This book is a must read for anyone who cares about policy for kids. -- Catherine Lhamon, chair, US Commission on Civil Rights and former Assistant Secretary for Civil Rights, US Department of EducationThe raging educational inequities within and between the states call out for a federal right to education. This book provides a helpful overview of the variety of ways this goal might be achieved, and the challenges posed by each of the possible pathways. -- Michael Rebell, Professor and Executive Director, Center for Educational Equity, Teachers College, Columbia University

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Book SynopsisFederalism has played a central role in charting educational progress in many countries. With an evolving balance between centralization and decentralization, federalism is designed to promote accountability standards without tempering regional and local preferences. Federalism facilitates negotiations both vertically between the central authority and local entities as well as horizontally among diverse interests. Innovative educational practices are often validated by a few local entities prior to scaling up to the national level. Because of the division of revenue sources between central authority and decentralized entities, federalism encourages a certain degree of fiscal competition at the local and regional level. The balance of centralization and decentralization also varies across institutional and policy domains, such as the legislative framework for education, drafting of curricula, benchmarking for accountability, accreditation, teacher training, and administrative responsibilities at the primary, secondary, and tertiary levels.Given these critical issues in federalism and education, this volume examines ongoing challenges and policy strategies in ten countries, namely Australia, Austria, Belgium, Canada, Germany, Italy, Spain, Switzerland, United Kingdom, and the United States. These chapters and the introductory overview aim to examine how countries with federal systems of government design, govern, finance, and assure quality in their educational systems spanning from early childhood to secondary school graduation. Particular attention is given to functional division between governmental layers of the federal system as well as mechanisms of intergovernmental cooperation both vertically and horizontally. The chapters aim to draw out comparative lessons and experiences in an area of great importance to not only federal countries but also countries that are emerging toward a federal system.Table of Contents Federalism and Education: Cross-National Lessons on Governance, Standards, and Accountability for the 21st Century, Kenneth K. Wong, Felix Knüpling, Mario Kölling, and Diana Chebenova. Schooling Policy in Australia: Concurrent, Complex, and Contested, Bronwyn Hinz. Federalism and Education in Austria, Peter Bußjäger. The Organization of Education Policies: A Mirror of Belgian Political History and Federalism, Peter Bursens, Petra Meier, and Peter Van Petegem. Federalism and Education: The Canadian Case, Jennifer Wallner. Educational Federalism in Germany: Tensions Between the States’ Autonomy and Cooperative Unitarization, Henrik Scheller. The Italian Education System: Constitutional Design, Organization and Policy-Making, Elisabeth Alber and Martina Trettel. Federalism and Education: Governance, Standards, and Innovation for the 21st Century in Spain, Mario Kölling and Xavier Rambla. The Pros and Cons of Horizontal Federalism: Primary and Secondary Education Governance in Switzerland, Béatrice Zielgler, Monika Waldis, Daniel Kübler, Andri Gustin and Andreas Glaser. Federalism and Education: The Case of the UK, Deborah Wilson and Llorenc O’Prey. Public Education as a Shared State-Federal Function in the United States: Institutional Changes and Policy Challenges, Kenneth K. Wong.

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Book SynopsisThe Education Law Handbook is a comprehensive textbook for legal practitioners covering all areas of education law from pre-school to university. It has been written by a team of specialist education law barristers at 11KBW in London, the leading education law Chambers in the country. It is structured according to the four main phases of education: (1) pre-school and nurseries(2) schooling for children of compulsory school age(3) sixth-form and further education(4) higher educationThe law applicable to all types of schools, colleges and universities is explained, and themes such as special educational needs, transport, negligence, discrimination and human rights are all dealt with in detail, as is the law applicable to teaching staff and governing bodies. This is book is quite simply the most comprehensive and detailed book on education law available.

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Book SynopsisThe essential resource for success in special education Educators face major challenges when addressing the needs of students with disabilities. This includes understanding a complex legal field: special education law. Special Education and the Law, Fourth Edition: A Guide for Practitioners is the ultimate for busy educators. Osborne and Russo, past presidents of the Educational Law Association, are experts in translating legalese into language that educators can understand. They have created a resource that examines legislation and interprets the statutes and their regulations in a reader-friendly format. Major topics include rights of access to public education, procedural due process, placement requirements, delivery of related services, discipline of students with disabilities, and remedies for failure to adhere to the law. With a preventative approach to litigation that separates it from other publications, this book features: Trade ReviewOsborne and Russo provide a relevant, useful guide for practitioners working with students with disabilities and their families. The book is "busy-teacher" friendly, providing comprehensive information in an easy-to-read format. -- Debi GartlandA well written resource for anyone involved in the Special Education process. This resource is one that should be referred to often when working with parents, schools, advocates, and courts. -- Erin SchonsThe perfect resource for special education staff to refer to case law in a succinct presentation. -- Rebecca BrooksIt is vitally important that teachers and building level administrators be versed in education law since it is often their actions that create litigation and consequent case law. This is particularly true in special education where statutory and procedural mandates are changing and complex. Drs. Osborne and Russo′s 4th edition of Special Education and the Law presents a straight forward and easy to understand reference as well as an enjoyable read of essential knowledge and legal background for practitioners that should be required reading in all schools of education and administration. -- Lois F. BerlinSpecial education law is among the most complex legal fields because it requires precise educational plans for each individual child, collaborative interaction between school officials and parents, and involves extensive statutory, regulatory, and judicial mandates. Nonetheless, Allan Osborne and Charlie Russo make the complex simple while ensuring that the reader understands the subtleties of the law. The fourth edition, which includes updates on two landmark Supreme Court cases, should be an essential part of any school official’s library. -- William E. ThroTable of ContentsOnline Resources for Special Education and the Law, Fourth Edition Foreword - Richard D. Lavoie Foreword - Suzanne Eckes Preface Acknowledgements About the Authors Chapter 1: Special Education Law: An Introduction Key Updates Sources of Law Court Systems Finding Legal Material History of the Equal Educational Opportunity Movement Legislative Mandates Frequently Asked Questions Recommendations Questions for Discussion Chapter 2: Rights to a Free Appropriate Public Education Key Updates Free Appropriate Public Education Least Restrictive Environment Entitlement to Services Child-Find Students in Non-Public Schools Frequently Asked Questions Recommendations Questions for Discussion Chapter 3: Related Services, Assistive Technology, and Transition Services Key Updates Related Services Assistive Technology Transition Services Frequently Asked Questions Recommendations Questions for Discussion Chapter 4: Parent and Student Rights Key Updates Parental Rights Student Records and Privacy Frequently Asked Questions Recommendations Questions for Discussion Chapter 5: Due Process Procedures for Evaluation, Development of IEPs, and Placement Key Updates Evaluation Procedures Developing Individualized Education Programs Changes in Placements Frequently Asked Questions Recommendations Questions for Discussion Chapter 6: Student Discipline Key Updates Pre-1997 Case Law The 1997 and 2004 IDEA Amendments Frequently Asked Questions Recommendations Questions for Discussion Chapter 7: Dispute Resolution Key Updates Resolution Sessions Mediation Due Process Hearings Judicial Review Statutes of Limitations Cases Under Other Statutes Frequently Asked Questions Recommendations Questions for Discussion Chapter 8: Remedies for Failure to Provide a Free Appropriate Public Education Key Updates Tuition Reimbursement Compensatory Educational Services Attorney Fees and Costs Damages Frequently Asked Questions Recommendations Questions for Discussion Chapter 9: Section 504 and the Americans with Disabilities Act Key Updates Eligibility for Protections Under Section 504 and the ADA Discrimination in Education Prohibited Otherwise Qualified Students with Disabilities Providing Reasonable Accommodations Testing and Evaluation Participation in Athletics and Extracurricular Activities Section 504 Service Plans Defenses to Charges of Noncompliance Frequently Asked Questions Recommendations Questions for Discussion Chapter 10: Conflict Management: IDEA Compliance Key Updates Preventative Law Dispute Resolution Selecting an Attorney Conclusion Questions for Discussion Endnotes Glossary Index

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Book SynopsisMuch has changed in the area of school law since the first edition of The Educator’s Guide to Texas School Law was published in 1986. This new tenth edition of The Educator’s Guide offers an authoritative source on Texas school law through the 2021 legislative sessions. Intended for educators, school board members, attorneys, and taxpayers, it explains what the law is and what the implications are for effective school operations; it helps professional educators avoid expensive and time-consuming lawsuits by taking effective preventive action; and it serves as a highly valuable resource for school law courses and staff development sessions.The tenth edition begins with a review of the legal structure of the Texas school system, incorporating recent features such as charter schools and districts of innovation, then addresses the instructional program, service to students with special needs, the rights of public school employees, the role of religion, s

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Book SynopsisOver the years, federal courts have dramatically retreated from actively promoting school desegregation. In the meantime, state courts have taken up the mantle of promoting the vision of educational equity originally articulated in Brown v Board of Education. This title analyses why the state courts have taken on this active role.Trade Review"Rebell advances an interesting conceptual model for progressive efforts toward achieving equal educational opportunity in US schools.... Readers' perspectives and ideologies will be challenged and expanded." (Choice)"

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Book SynopsisThis book reveals the important role lawyers, law, and courts play in struggles over educational resources, especially when it comes to the translation of policy goals into legal claims.Trade Review"[T]his is an excellent book. It introduces and advances an important theoretical concept into the broader debate about social movements, courts, and policy change . . . It should be of interest outside of the law and courts audience and will appeal to those who are more interested in education, social movements, and state and local politics." —David Glick, Rockefeller Center for Public Policy, Dartmouth College"Paris adds considerably to the debate about the impact of courts on social policy. His book replaces the simple 'can courts effect social change?' question with a much more nuanced examination of the roles of courts and lawyers in mobilizing support for social change. I have not come across such a beautifully written piece in quite some time."—Malcolm M. Feeley, University of California, Berkeley"This remarkable book reveals how law is political, not in a cynical or corrupt sense, but in the best sense of politics. Paris shows us how reform lawyers can create political options and opportunities through argument and the very language of law. The result opens up the black box of legal mobilization in a way that few studies do. Here is a robust new perspective on the relationship between law and politics." —Douglas Reed, Georgetown University"In this exhaustively researched and admirably written book, Michael Paris demonstrates the intrinsic synergies between the political mobilization of law and American democracy. Through case studies comparing school finance litigation in New Jersey and Kentucky, Paris shows that school reform litigation produced optimum results when, as was the case in Kentucky, reformers from the outset 'coordinated their lawsuit with broader political strategies . . . [which together] created a favorable environment for bold judicial intervention and sweeping policy change.' His theoretical account of 'legal translation' makes a singular contribution to the literature on law and social movements. A splendid book." —Stuart A. Scheingold, University of Washington

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Book SynopsisAmerican law schools are in deep crisis. Enrollment is down, student loan debt is up, and the profession's supply of high-paying jobs is shrinking. Meanwhile, thousands of graduates remain underemployed while the legal needs of low-income communities go substantially unmet. Many blame overregulation and seek a free market to solve the problem, but this has already been tested. Seizing on a deregulatory policy shift at the American Bar Association, private equity financiers established the first for-profit law schools in the early 2000s with the stated mission to increase access to justice by serving the underserved. Pursuing this mission at a feverish rate of growth, they offered the promise of professional upward mobility through high-tech, simplified teaching and learning. In Law Mart, a vivid ethnography of one such environment, Riaz Tejani argues that the rise of for-profit law schools shows the limits of a market-based solution to American access to justice. Building on theories iTrade Review"Law Mart is a compulsively readable and dark tale of a for-profit law school. The school's stated mission is to provide 'access' and 'innovation' to underserved populations, admitting students with low scores and limited options. Out of sight of students and accreditors is a corporate operation that uses emotional intelligence testing for employees, implements curricular reforms to satisfy nervous investors, and fires and intimidates professors who object to changes they perceive as detrimental to the students. This compelling book raises serious concerns about the permeation of economic imperatives in academia." -- Brian Z. Tamanaha * Washington University School of Law *"Riaz Tejani regards legal education as integral to the democratization of the legal profession, and to democracy itself. Written from that critical starting point, his account of the blurring of public and private interests in for-profit law schools is both searing and subtle – relevant and accessible to anyone interested in higher education, law and contemporary liberalism." -- Carol J. Greenhouse * Princeton University *"Law Mart offers an extremely insightful and smart analysis of for-profit law schools. Tejani's book is a must-read for anyone who cares about the future of the legal profession and its aspirations to make legal education and access to justice a right for all. Given the current conservative political climate of deregulation and laissez-faire capitalism, this book's importance takes on new meaning and significance." -- Eve Darian-Smith, University of California * Santa Barbara *"Tejani's skills as anthropologist and lawyer shine in this incisive account of U.S. for-profit law schools. With deceptive ease, his lucid prose moves us from analyses of the market and the economy, through morality and legal ethics, to deeply-rooted ethnography that takes us into the heart of a malaise in U.S. legal education. This book is a must-read for all those concerned about that malaise." -- Elizabeth Mertz * American Bar Foundation *"Tejani explores the tensions between law, economics, and morality when justice becomes a commodity and higher education is produced en masse. The book weaves narratives and data collected from research on one particular school's operations with analysis of the broader business model's implications across higher education." -- Harvard Law Review"One of the great strengths of Tejani's book is that it is not a simplistic account fo the exploitation of students and academics by financiers seeking egregious profits. Tejani explores how students who would not have qualified for traditional law schools and who would not, on their own, have been able to navigate admissions and financing routes, were helped into law school by New Delta." -- Anthony Bradney * Journal of Law and Society *"This considered and timely study reveals that the attempt to absorb market-based thinking into higher education is fraught...Tejani shows insightfully how the move towards greater diversity within the student body in legal education is a direct outcome of neoliberalism rather than the manifestation of an increased sensibility in favour of social justice, as it is claimed to be.... In highlighting the contradictions inherent in for-profit law schools, Tejani poses the provocative question of how faculty can fulfill their responsibility of socializing students into ethical legal practice when they are implicated in producing a significant moral hazard....I highly recommend this excellent study as it addresses an issue of vital importance to all of us." -- Margaret Thornton * Canadian Journal of Sociology *"By exposing the fallacy of for profit legal education for what it is, Law Mart creates a compelling and absorbing narrative of legal education and the failure of oversight methodologies, and is a damning indictment not only of the industry but also the accreditors who claim to regulate it."––Andrew W. Jurs, St. John's Law ReviewTable of ContentsContents and Abstracts1Enrollment: Precarity, Casualization, and Alternative Admissions chapter abstractChapter 1 presents the recruitment and training practices that fill the new institution with flesh and blood people. This chapter discusses New Delta School of Law's practices of recruitment of faculty and enrollment of students—its techniques for finding the human resources making up its organization. Through the use of various techniques, the school and its parent company generated and maintained managed precarity—a condition whereby teachers and students remain within its purview as employees and clients out of felt necessity more than elective choice. Chapter 1 argues that the operationalization of professional diversity through increased "access" to legal education permitted NDSL to forestall market discipline at a time when many expressed faith in the winnowing function of a legal education free market. 2"Charter Review": Policy as Culture and Ideology chapter abstractChapter 2 gives readers a window onto the corporate "culture" of the proprietary law school. There, it argues that the unique law school culture of NDSL served to hold back community reflection on the moral hazard of for-profit legal education. Through structured repetition and reflection, faculty and staff were taught to embrace the ideology of access rather than dwell on their underlying business model—one that generated millions of dollars annually in "subprime" student debt and transformed them into off-site investor returns. 3The Legal Education Moral Economy Bubble chapter abstractChapter 3 describes the feverish growth of the school in the years following onset of the Great Recession. This sudden growth, leading to logistical problems inadequately prepared for, had immediate effects on the 450 new students brought in as first years in 2011. Nevertheless, as this chapter argues, difficulty meeting investor obligations—rather than any great concern for logistical or pedagogical limitations—would quickly impose a limit to this large burst of entrepreneurial expansion. 4Law School 2.0: Marketing Integration, Educating Investors chapter abstractChapter 4 argues that Legal Education 2.0's emergence had less to do with substantive improvements for law student learning than with pacifying investor fears about the new "crisis" in legal education. Under new professional realities, fourth-tier law schools had to reinvent themselves or risk dissolution. Law Corp, fearful of the investor call on its capital, ordered each of its three schools to develop a new curriculum. At New Delta, the result was a campaign for integrating curriculum soon labeled "Legal Education 2.0." 5Shared Governance in the Proprietary Legal Academy chapter abstractChapter 5 moves from reinvention to survival. It describes in detail how school administration conducted and mediated faculty deliberation and democratic ratification of the revised curriculum proposal. This includes a retelling of the unique manner in which the reforms were ultimately passed and the direct impact this had on governance, academic freedom, and basic feelings of respect and dignity among students and educators in this unique environment. Above all, it suggests, Law Corp officers succeeded in confirming a marketable reform agenda by framing the debate as one between tradition and innovation. 6"They Want the Rebels Gone": Contract Relations in a Fiscal State of Exception chapter abstractChapter 6 describes how this fiscal "state of exception" changed the structure of school governance by altering the terms by which employees were retained. That shift, from customary to contractual security of position, situates this story within the larger context of neoliberal governance and legal culture. On one hand, academic employees were asked to expand their duties into business development. In one notable episode, NDSL sent several professors to Botswana to establish ties with the national bar, train judges and attorneys in common law jurisprudence, and develop this as a new income stream. On the other hand, with threats of a "reduction in force" in the air, NDSL revised its faculty employment terms, resulting in a conflict with and ultimate termination of tenured senior professors. Amid this information's rapid spread on social media, students flew into a panic and began requesting letters of recommendation to transfer out in record numbers. 7The Policy Cascade: Deregulation and Moral Hazard chapter abstractChapter 7 argues the regulatory frameworks governing schools like New Delta have been greatly shaped by the rhetoric of student access. Accepting school officials' narrative that the main hurdle to professional diversity is becoming a lawyer, the scrutiny of key regulatory actors—here the Department of Education and the American Bar Association—has been unable to properly grasp the potential harm for-profit law schools are liable to generate. In other words, these schools may not only produce substantial moral hazard, they may also promote the transmission of moral hazard to a new generation of would-be lawyers often rendered as "officers of the court." Conclusion: The Trouble with Differentiation chapter abstractThe conclusion recaps the book's main themes to reassert its two core claims. The first, directed at legal audiences, says that differentiation by marketization—by exposure to the disciplinary power of free markets—is likely to exacerbate professional inequalities. No longer just a theory, this form of differentiation is indeed already on display at New Delta and its sister schools. Thanks to rollbacks in oversight prompted by both antitrust litigation in the 1990s and regulatory capture in the 2000s, the ABA's relatively hands-off approach to for-profit law programs has allowed them to recruit a diversity of students more freely while offering them a different educational program. As my informants describe, these students enter a local profession that already stigmatizes them for this pedigree. Introduction: Marketing Justice chapter abstractThis chapter introduces Law Mart, an ethnography of for-profit law schools, as a contribution to the anthropology of policy and contemporary legal education crisis and reform debates. It explains the recent historical background to the study in a period of significant "boom and bust" in the law school and legal services sector. The chapter situates this intervention among social studies of legal culture, profession, and education. The introduction then offers the book's two core claims. One, directed at legal audiences, says that differentiation by marketization—by exposure to the disciplinary power of free markets—is likely to exacerbate professional inequalities. The second, directed at anthropologists, underscores how the metaphor of the "market" has come to occupy the imagination of so many, reformers included, in American academic law.

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Book SynopsisAnalyzes the current state of the law for each entry point on the pipeline and propose legal theories and remedies to challenge themTrade Review"This startling book begins with the insight that criminal justice processes have come to dominate U.S. social institutions . . . this useful, in-depth guide to education and juvenile justice reform would complement more sociological texts that explore cultural or societal aspects of the pipeline." -- J.S. Montgomery * Choice *"Fills a much‒needed gap in the school‒to‒prison pipeline literature. There is very little information about legal strategies to interrupt the pipeline when you encounter reticent policy‒makers. This book provides just that, and covers all of the bases for doing so. As such, it is an invaluable resource for legal advocates working in the education and juvenile justice fields." -- Randee J. Waldman,Barton Juvenile Defender Clinic, Emory Law"Increasingly, we must understand the production of structural disadvantage through a systems lens that focuses on the relationships between critical institutions rather than viewing them as distinct concerns. This incisive new work targets the interface between our K‒12 educational system and our juvenile and criminal justice systems with a fresh, unflinching account that is invaluable to lawyers, organizers and researchers alike." -- John A. Powell,Executive Director of the Kirwan Institute for the Study of Race and Ethnicity and the Williams Chair in Civil Rights and Civil Liberties, Moritz College of Law, Ohio State University"This book is a real eye-opener. For anyone involved in any way with educating our youth, it is a must-read." * BIZ INDIA *Table of ContentsAcknowledgments Introduction 1 The Right to Education 2 Unlawful Discrimination 3 Students with Disabilities 4 Challenging Suspensions and Expulsions 5 Disciplinary Alternative Schools and Programs 6 Criminalizing School Misconduct 7 Court-Involved Youth and the Juvenile Justice System Conclusion Notes Index About the Authors

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Book SynopsisSome sources rank Mexican Americans as one of the most poorly educated ethnic groups in the United States. This title offers a comprehensive look at this community's long-standing legal struggle for better schools and educational equality.Trade ReviewThis book is a significant contribution to the literature on Mexican American activism in education and documents in rich detail the successes and failures of these legal struggles . . . It is highly recommended for scholars, historians, educators, lawyers, and community activists of all colors. * The Journal of American History *Valencia's book breaks new bround in bringing together the many relevant court cases and using critical race theory to explore the intersections of law and education . . . Valencia succeeds in tracing the important legal history associated with Chicano educational rights and convincingly demonstrates how instrumental Chicano activism has been in fostering improvements in Chicano educational opportunities. -- Isaac Cardenas * Journal of American Ethnic History *The longstanding rap on Latino parents, particularly Mexican Americans, is that they are too passive, an old trope from movies and the iconic peasant taking his siesta under a palm tree. But as Valencias detailed book shows, these parents have been resisting school perfidy and indifference for well over a century, even against courts and school boards that have been downright hostile to their claims. I found it fascinating reading, and learned a great deal, even though I thought I had known or read all these cases. I was wrong. He has corrected this record in an authoritative fashion that has set the bar for the rest of us. -- Michael A. Olivas,editor of Colored Men and Hombres AquíIn this book Valencia effectively weaves together a wide variety of large and small, famous and forgotten, Chicano legal challenges to educational discrimination and ties the entire corpus of activism around the concept of critical race theory. This book is successful as a reference work and as a synthesis of critical race scholarship on the varied, confusing tangle of Mexican American educational litigation. . . . Valencias study offers enterprising historians myriad ways in which to engage the increasingly paramount subjects of Mexican American education, race, poverty, and immigration. In this original and laboriously researched book, Valencia successfully communicates the size and complexity of the Mexican American communitys quest for better schoolsand how much more is left for historians to do on this important yet neglected topic. * American Historical Review *Table of ContentsList of Tables and Figures Preface Acknowledgments Introduction: Understanding and Analyzing Mexican American School Litigation 1 School Segregation 2 School Financing 3 Special Education 4 Bilingual Education 5 School Closures 6 Undocumented Students 7 Higher Education Financing 8 High-Stakes Testing Conclusion: Th e Contemporary and Future Status of Mexican American - Initiated School Litigation; What We Have Learned from Th is Legal History Notes References Index About the Author

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Book SynopsisHow universities can navigate affirmative action bans to protect diversity in student admissionsDiversity in higher education is under attack as the Supreme Court considers the future of affirmative action, or race-conscious admissions practices, at American colleges and universities. In On the Basis of Race, Lauren S. Foley sheds light on our current crisis, exploring the past, present, and future of this contentious policy. From Brown v. Board of Education in the mid-twentieth century to the current Students for Fair Admissions v. Harvard and University of North Carolina, Chapel Hill, Foley explores how organizations have resisted and complied with public policies regarding race. She examines how admissions officers, who have played an important role in the long fight to protect racial diversity in higher education, work around the law to maintain diversity after affirmative action is banned. Foley takes us behind the curtain of student admissions, shedding light on how multiple unTrade ReviewA prescient new book... On the Basis of Race offers a blueprint for institutions in the wake of the Supreme Court’s June decision striking down the use of race-conscious admissions. * Inside Higher Ed *From non-discrimination mandates after Brown to bans on affirmative action half a century later, Lauren S. Foley compellingly shows how colleges and universities have worked to both adhere to—and evade—the law governing admissions in higher education. This strikingly original book captures the shift from segregation to civil rights, and from civil rights to ‘diversity,’ using key examples to develop a new theory of legal conflict in the United States. -- Charles R. Epp, author of The Rights Revolution: Lawyers, Activists, and Supreme Courts in Comparative PerspectiveOn the Basis of Race examines how and why progressives and conservatives have fought to expand or limit opportunities for people of color in higher education. Foley shows us how both sides have employed a strategy of ‘resistant compliance’ to achieve their ends, cleverly finding ways to comply with the letter of the law while also taking intentional steps to defy the spirit of the law. -- Jesse H. Rhodes, author of Ballot Blocked: The Political Erosion of the Voting Rights Act

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Book SynopsisTrade ReviewThis is a wonderful collection of essays on a topic of great importance: whether there should be a federal right to education. The essays in this volume are written by the top experts in the country and together they make a compelling case that education should be deemed a fundamental right and that only by doing so can we ensure an adequate education for every child. This is scholarship at its best, documenting the problem and showing the path forward. -- Erwin Chemerinsky, Dean and Jesse H. Choper Distinguished Professor of Law, University of California, Berkeley School of LawThis important book examines the pressing issue of how we can actually and at long last deliver on an equity promise in public education to the nation’s students. The debates in these pages merit deep and sustained attention to protect the long recognized public good of educating all people, regardless of background, toward effective civic engagement and participation. Kimberly Jenkins Robinson and her contributors in these pages distill and make accessible competing theories for if and how to proceed, without ever losing focus on what is at stake for children in school and the health of the nation. This book is a must read for anyone who cares about policy for kids. -- Catherine Lhamon, chair, US Commission on Civil Rights and former Assistant Secretary for Civil Rights, US Department of EducationThe raging educational inequities within and between the states call out for a federal right to education. This book provides a helpful overview of the variety of ways this goal might be achieved, and the challenges posed by each of the possible pathways. -- Michael Rebell, Professor and Executive Director, Center for Educational Equity, Teachers College, Columbia University

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Book SynopsisAnswers the calls of grassroots communities pressing for integration and increased education funding with a complete rethinking of school disciplineIn the era of zero tolerance, we are flooded with stories about schools issuing draconian punishments for relatively innocent behavior. One student was suspended for chewing a Pop-Tart into the shape of a gun. Another was expelled for cursing on social media from home. Suspension and expulsion rates have doubled over the past three decades as zero tolerance policies have become the normal response to a host of minor infractions that extend well beyond just drugs and weapons. Students from all demographic groups have suffered, but minority and special needs students have suffered the most. On average, middle and high schools suspend one out of four African American students at least once a year. The effects of these policies are devastating. Just one suspension in the ninth grade doubles the likelihood that a student wiTrade ReviewBlack convincingly explains how the nations inflexible, exclusionary and counterproductive approach to school discipline has swung far out of balance. This extraordinarily important book carefully outlines the legal and policy thinking that should serve as a cornerstone for the lawyers, policymakers and judges who must re-balance this destructive system. -- Kevin Welner, co-editor,Closing the Opportunity Gap: What America Must Do to Give All Children an Even ChanceIn Ending Zero Tolerance, Professor Derek Black sheds light on how both law and policy are inviting schools to harshly punish students in ways that greatly harm the disciplined student, his or her peers, academic outcomes and our national commitment to equal educational opportunity. He also proposes insightful and attainable legal reforms that could end this crisis. Ending Zero Tolerance is a must-read for all who are committed to fair discipline policies. -- Kimberly Jenkins Robinson,Professor, University of Richmond School of LawZero-tolerance policies fuel the school-to-prison pipeline and disproportionately deny educational opportunities to already disadvantaged student populations. In this volume, Derek Black not only describes the problem but proposes a solutionintervention by state and federal courts. In an era when many are losing faith in courts to protect students, Black makes a persuasive case that courts can and should play a productive role in safeguarding the basic rights of students. This book is a cogent, comprehensive, and creative resource for all those who seek to dismantle one of the most pervasive contributors to educational inequality in this country. -- James E. Ryan,Charles William Eliot Professor, Harvard Graduate School of EducationDerek Black has written a magnificent book that shows how the current approach to disciplining children in schools undermines education, discriminates against children of color, and violates the most basic notions of due process. He makes a compelling case that courts must be involved in reforming school discipline. This book is must reading for all involved in education and all who care about the American educational system. -- Erwin Chemerinsky,Dean, University of California, Irvine School of LawNow is the time to revisit much of the legal thinking about the constitutional rights of public school students, because so many of them were originally pronounced during the Civil Rights Era There is no question that Ending Zero Tolerance will be of great interest to a diverse audience of people interested in public education. -- Kevin Brown,Richard S. Melvin Professor of Law Indiana University Maurer School of Law-BloomingtonBlack's book is necessary reading for educators and those who work with youth, whether during classroom hours or in an after-school setting. * Youth Today *With the intent to address the toxic environment that zero tolerance perpetuates, Black outlines a convincing argument that the courts must step in to speed reform and ensure that all students are cared for equally. * Library Journal *

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Book SynopsisIn 1954 the Supreme Court decided Brown v. Board of Education; ten years later, Congress enacted the Civil Rights Act. These monumental changes in American law dramatically expanded educational opportunities for racial and ethnic minority children across the country. They also changed the experiences of white children, who have learned in increasingly diverse classrooms.The authors of this commemorative volume include leading scholars in law, education, and public policy, as well as important historical figures. Taken together, the chapters trace the narrative arc of school desegregation in the United States, beginning in California in the 1940s, continuing through Brown v. Board, the Civil Rights Act, and three important Supreme Court decisions about school desegregation and voluntary integration in 1974, 1995, and 2007. The authors also assess the status of racial and ethnic equality in education today and consider the viability of future legal and policy reform in pursuit of the goals of Brown v. Board.This remarkable collection of voices in conversation with one another lays the groundwork for future discussions about the relationship between law and educational equality, and ultimately for the creation of new public policy. A valuable reference for scholars and students alike, this dynamic text is an important contribution to the literature by an outstanding group of authors.

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Book SynopsisTeacher unions and their members have long stood as polarizing figures in a vast educational landscape. As in the Western films of the 1920s, policymakers, education reformers, and onlookers often assign union leaders and the teachers they represent either the white hats of heroes or the black hats of villains. Politicized efforts to reductively classify teacher unions as beneficial or dangerous have only served to obscure the extent to which labor militancy and teacher activism have become part and parcel of the American public school system and the primary mechanisms by which teachers' voices are heard – and heeded – in the policy arena. Teacher unions have grown in tandem with and in response to the expansion of the school bureaucracy and the acceleration of accountability reforms, and teachers' calls for recognition and reform are inseparable from broader movements for social change. Far more than either good or bad, teacher unions are the inevitable outgrowth of American public education as it stands today.This book offers an interdisciplinary exploration of the state of modern teacher unions, the complex spaces they operate in, and the connections between militancy, activism, and school reform. Breaking free from the white hat/black hat dyad that has for so long colored the lenses we use to understand unions, the chapters of this book engage a set of fundamental questions: Where did the modern moment of militancy come from, and in what ways is it a continuation or a departure from the approaches of previous organized teachers?; What is at stake in modern expressions of militancy for teachers, communities, and schools?; Beyond the flashpoint of the walkout, what is the effect of teacher activism?

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Book SynopsisTeacher unions and their members have long stood as polarizing figures in a vast educational landscape. As in the Western films of the 1920s, policymakers, education reformers, and onlookers often assign union leaders and the teachers they represent either the white hats of heroes or the black hats of villains. Politicized efforts to reductively classify teacher unions as beneficial or dangerous have only served to obscure the extent to which labor militancy and teacher activism have become part and parcel of the American public school system and the primary mechanisms by which teachers' voices are heard – and heeded – in the policy arena. Teacher unions have grown in tandem with and in response to the expansion of the school bureaucracy and the acceleration of accountability reforms, and teachers' calls for recognition and reform are inseparable from broader movements for social change. Far more than either good or bad, teacher unions are the inevitable outgrowth of American public education as it stands today.This book offers an interdisciplinary exploration of the state of modern teacher unions, the complex spaces they operate in, and the connections between militancy, activism, and school reform. Breaking free from the white hat/black hat dyad that has for so long colored the lenses we use to understand unions, the chapters of this book engage a set of fundamental questions: Where did the modern moment of militancy come from, and in what ways is it a continuation or a departure from the approaches of previous organized teachers?; What is at stake in modern expressions of militancy for teachers, communities, and schools?; Beyond the flashpoint of the walkout, what is the effect of teacher activism?

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Book SynopsisPolicies intended to shape student achievement and access at schools and colleges have changed significantly over the past decade. No Child Left Behind, Common Core, Race to the Top, data mining initiatives, Title IX gender equity, Individuals with Disabilities Education Act, Americans with Disabilities Act, and executive actions on immigration illustrate key federal initiatives that have redefined standards, priorities, and practices within educational institutions. Similarly, state policies in terms of school funding, school choice, teacher qualifications, student bullying, and other measures have added another layer of complexity to the education law and policy dialogue particularly when addressing matters of education inequality. These emergent policies beget the question: how have these policies contributed to easing the effects of educational inequality?The purpose of this book is to examine the role of law as potentially countering or impeding desirable education reforms, and it calls on readers to consider how policymakers, lawyers, social scientists, and educators might best alter the course in an effort to advance a more just and less unequal educational system.

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Book SynopsisPolicies intended to shape student achievement and access at schools and colleges have changed significantly over the past decade. No Child Left Behind, Common Core, Race to the Top, data mining initiatives, Title IX gender equity, Individuals with Disabilities Education Act, Americans with Disabilities Act, and executive actions on immigration illustrate key federal initiatives that have redefined standards, priorities, and practices within educational institutions. Similarly, state policies in terms of school funding, school choice, teacher qualifications, student bullying, and other measures have added another layer of complexity to the education law and policy dialogue particularly when addressing matters of education inequality. These emergent policies beget the question: how have these policies contributed to easing the effects of educational inequality?The purpose of this book is to examine the role of law as potentially countering or impeding desirable education reforms, and it calls on readers to consider how policymakers, lawyers, social scientists, and educators might best alter the course in an effort to advance a more just and less unequal educational system.

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Book SynopsisLeadership in Education, Corrections and Law Enforcement: A Commitment to Ethics, Equity and Excellence fills a unique gap in the knowledge base - the juncture between leadership, ethics, law, and how public institutions/organizations understand and practice the essence of all three. Authors from law enforcement, corrections education, and educational leadership present different yet overlapping constructs around ethics and law, and make an important step towards reconciling these differing views to demonstrate the significance of collaboration and partnerships for a common purpose.Table of ContentsList of Contributors. Introduction. Chapter 1 Understanding the Ethical Failures of Law Enforcement. Chapter 2 I am Second: Ethical Leadership and Self-Denial. Chapter 3 Ethical Issues in School Search and Seizure. Chapter 4 Ethical Issues for a Police Psychologist. Chapter 5 Responsible Action as a Construct for Ethical Leadership: Investigating the Effect of School and Community on Police Involvement in Student Disciplinary Affairs. Chapter 6 The Challenges of School–Police Partnerships in Large Urban School Systems: An Analysis of New York City's Impact Schools Initiative. Chapter 7 Institutional Moral Architecture: From Schools to Prisons. Chapter 8 In Pursuit of Equity and Excellence in Law Enforcement Leadership. Chapter 9 Theories of Criminal Justice: The Influence of Value Attributions on Correctional Education. Chapter 10 The Value Struggle Between the Families of Law Enforcement: The Family at Home and the Family at Work. Chapter 11 Discrimination Under Section 504 and the Americans with Disabilities Act. Chapter 12 Youth Detention Facilities and Restorative Justice: Lesson for Public Education. About the Authors. Index. Leadership in Education, Corrections and Law Enforcement: A Commitment to Ethics, Equity and Excellence. Advances in Educational Administration. Advances in Educational Administration. Copyright page.

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Book SynopsisThe nature and purpose of legal education has become a topic of intense debate in recent years. This timely book calls for a critical re-evaluation of university legal education, with the particular aim of strengthening its academic nature. The contributors emphasise lecturers' responsibility to challenge the assumptions students have about law, and the importance of putting law in a theoretical and social context that allows for critical reflection and sceptical detachment. In addition, the book reports upon teaching experiences and innovations, offering tools for teachers to strengthen the academic nature of legal education, and concludes with concrete proposals for change. Students and scholars engaged in the debate regarding the re-evaluation of academic legal education will find this book invaluable to their work. It will also be of interest to practitioners, such as educational experts and administrators looking to understand the role of law schools in creating responsible citizens.Contributors include: T. Bleeker, A. Böning, L. Corrias, U. de Vries, M. Del Mar, L. Francot, S. Germain, T. Hutchinson, B. Oomen, C. Schwöbel-Patel, B. Sokhi-Bulley, G. Uygur, B. van Klink, W. van RossumTrade Review'At a time when the performative demands of the neo-liberal university threaten to marginalise liberal and post-liberal traditions of critical enquiry, it is important to be reminded that a quality legal education can be both richly sceptical and imaginative. For those interested in deepening their students' empirical, normative and affective understanding of legal phenomena, and of their own place in the legal word, this collection of essays offers both a multi-faceted account of educational praxis and some persuasive examples of how we can educate better.' --Julian Webb, The University of Melbourne, Australia'This is a very varied, interesting and stimulating collection of essays. It deserves a wide readership, as there are topics of interest to all law teachers.' --Fiona Cownie, Keele University, UK'In a world dominated by technology, technique, and bureaucracy this collection of essays represents a most welcome and intelligent effort to render legal education, and law itself, more fully human, coherent, and effective, from the point of view both of the individual human being and the larger society.' --James Boyd White, The University of MichiganTable of ContentsContents: Foreword 1. Introduction 1 Part I THEORY AND LEGAL EDUCATION 2. Knowledge and Aphasia: What is the Use of Skeptical Legal Education Bart van Klink 3. Re-Bildung: An Ideal Reconsidered for Legal Education Lyana Francot and Luigi Corrias 4. Academic Education and Socialisation Anja Böning 5. The Necessary Loneliness of Teaching (and of Being a Legal Academic) Anthony Bradney Part II Experimental Courses 6. Teaching International Law Critically- Critical Pedagogy and Bildung as Orientations for Learning and Teaching Christine Schwöbel-Patel 7. Learning Law Differently: The Importance of Theory and Methodology Bal Sokhi-Bulley 8. Empirical Methodologies Knowledge and Expertise: A ‘Necessary’ Skill for Lawyers? Terry Hutchinson 9. Visuals for a Critical Legal Reflection Wibo van Rossum 10. For a New and More Diverse Comparative Legal Education Sabrina Germain PART III DIDACTIC INNOVATIONS AND LEARNING EXPERIMENT 11. Orchestrating Encounters: Teaching Law at a Liberal Arts and Sciences College in the Netherlands Barbara Oomen 12. Students’ Perception and Legal Education Gülriz Uygur 13. Learning How to Read a Case: Resources from the Visual and Dramatic Art Maksymilian Del Mar 14. Law & Lounge: An Experiment on Student Self-Organisation and Critique as Skeptical Reflexivity Ubaldus de Vries 15. Epilogue: An Overview, Reflections and a Student’s Perspective Tim Bleeker 16. Conclusions: Concrete Proposals for Change: 14 Theses Bart van Klink and Ubaldus de Vries Index

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Book SynopsisProviding a comprehensive account of the often-misunderstood area of legal doctrinal scholarship, this incisive book offers a novel framing for conceptual legal theory and the functions of conceptual theorising in legal studies. It explores the ways in which a doctrinally-oriented legal theory may provide methodological support to legal scholars, arguing that making adequate sense of the rational reconstruction of law is pivotal in delivering such active support.The epistemological key to the central themes of the book is the idea that doctrinal disciplines are anchored in the concept of 'doctrinal knowledge', the practice-specific normative knowledge used to navigate institutionalised social practices. The distinctive epistemological and political philosophical grounding for legal doctrinal scholarship demonstrated in this book facilitates a rich analysis of the three core models of interdisciplinary engagement characteristic of legal scholarship.Considering how legal doctrinal scholarship cultivates doctrinal knowledge by way of hermeneutic engagement with positive law, this thought-provoking book will be a key resource for students and scholars of constitutional law, criminal law, private law and international law. It will also be of benefit to legal theorists, philosophers and practitioners.Trade Review‘In this volume, Ma´tya´s Bo´dig compellingly articulates a theory of legal doctrinal scholarship which deals with these questions and, more generally, with the epistemological and political implications of cultivating doctrinal knowledge about the law in the context of a modern state. Bo´dig’s theoretical strategy helps substantiate the assumption that rationality in law is a regulative ideal which legal scholars - and other participants - can live up to. Furthermore, it shows that the rational reconstruction of the law need not renounce its commitment to the legal sources. Although these are not the only ones, these achievements alone make Bo´dig’s work worthy of applause.’ -- Mari´a I Besomi, The Edinburgh Law Review'Competent legal scholars need to be familiar with the right ways in which claims about the law can be vindicated, but this does not imply they possess great awareness of either the epistemic status or the political implications of their scholarship. These are important and complex matters, whose grasp would greatly improve both our understanding of legal scholarship and assist legal scholars in further refining their art. Professor Bodig's Legal Doctrinal Scholarship faces up to the challenge of investigating the epistemology and politics of doctrinal scholarship with great skill and insight, providing a fresh perspective on a crucial aspect of the legal experience.' -- Claudio Michelon, University of Edinburgh, UK'The overwhelming majority of the work of legal scholars is doctrinal in nature: it analyses, defines, redefines and systematises legal concepts. The present volume offers a thorough, yet novel approach to how legal theory could and should help doctrinal research. Bódig illuminates convincingly the various epistemological and political philosophical preconditions of doctrinal legal scholarship, and how they differ in interdisciplinary research. It is an excellent read for all those legal scholars who wish to reflect theoretically on all these questions.' -- András Jakab, University of Salzburg, Austria'Bódig takes a fresh approach to the debate on legal scholarship by focusing on the epistemological profile of doctrinal research and connecting this with legal theory. This is the basis for identifying and addressing the challenges for interdisciplinary engagement. An original book providing much food for thought.' -- Wibren van der Burg, Erasmus University Rotterdam, the NetherlandsTable of ContentsContents: 1. Introduction 2. Legal theoretical parameters 3. Doctrinal knowledge and modern state law 4. Legal doctrinal scholarship 5. The challenge of interdisciplinary engagement for legal scholarship 6. Legal theoretical implications Index

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Book SynopsisAdvocacy skills, which are learnt in the moot court, as a precursor to the effective communication of persuasive legal argument, are essential for those seeking a career in law. The skills associated with successful mooting, cover the entire range of the domains of human activity: intellectual, physical and emotional. This informative book examines the theories relevant to the development of skills necessary for effective participation in competition moots. By consideration of underlying theories, Mark Thomas and Lucy Cradduck develop unique models of the skills of the cognitive, psychomotor and affective domains and effective team dynamics, emphasising the importance of written submissions. The authors use this analysis to develop a unique integrated model that informs the process of coaching moot teams according to reliable principles. The Art of Mooting distils the theories and principles that support successful moot performances, grounding these in practical examples of how a mooter's skills may be developed and improved. It is an essential guide for moot coaches, law and advocacy students and academics seeking to improve their skills, and new and existing practitioners. Trade Review'This book offers brilliant new insights on the intellectual, physical and emotional aspects of mooting. In an era of growing emphasis on experiential learning and innovation in legal education, Thomas and Cradduck have given law teachers and students worldwide a valuable new tool to hone their crafts. The intertwining of pedagogical concepts and practical strategies is indispensable for full-time professors, adjunct coaches, peer mentors, and moot directors. The explanation of why and how to prepare for success also makes this book a must-read resource for every student mooting for fun or competition.' --Jeremy de Beer, University of Ottawa, Canada'The Art of Mooting provides an effective guide to the practical and theoretical aspects of mooting. The book combines the practical know-how that mooters need at each stage of a moot competition with the thorough theoretical and pedagogical approach that coaches require. It is therefore an indispensable resource for both mooters and moot coaches. If mooting is an art, this book puts everyone on the path to becoming an artist.' --Louise Parsons, Bond University, Australia'Happily, it has become fashionable to nod when told what a good thing mooting is for legal students and their instructors. But with their book, Mark Thomas and Lucy Cradduck take a more considered and rigorous approach, examining how and why mooting is so beneficial. Good advocacy synthesises thoughtfulness and experience. So does this book. It will be of interest and value to anyone with a stake in good legal education - and that, surely, is all of us.' --Stuart Baran, Three New Square, UKTable of ContentsContents: Foreword 1. Introduction 2. The Cognitive Domain 3. The Psychomotor Domain 4. The Affective Domain 5. The Moot Coach 6. Team Dynamics 7. Written Submissions 8. International Criminal Court Case Study 9. Assessing Moot Performance 10. Conclusion and Future Appendix A Appendix B Index

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Book SynopsisIn 1976, recognising that there was a shortage of trained legislative drafters in the Commonwealth, the Commonwealth Secretariat first published a legislative drafting manual aimed at informing those practitioners with little or no previous experience in the skill, and assisting those with some experience who had never considered why drafting needed to be undertaken in a particular way. That aim remains, but more than 40 years later there have been important changes in the way legislation is drafted. These mainly concern the perceived need to make it more accessible to those to be affected by it, in particular by the use of plain language and sentence structures that relate more closely to those used in formal nonlegislative documents. In the light of these and other changes, the Commonwealth Legislative Drafting Manual has been completely rewritten, and it now guides the practitioner step by step through the various things he or she needs to know. It also contains a series of appendices relating to the procedure for the preparation of legislation, the contents of drafting instructions, and some hints to the beginner on the best approaches to the task.Table of ContentsForeword Preface Acknowledgements 1. What is Legislation and why is it Drafted the Way it is? 1.1 What is legislation? 1.2 How is legislation created? 1.3 Why is legislation drafted in the way it is? Note 2. The Role of Legislative Counsel 2.1 Analysis and understanding of what the policy-makers require 2.2 Effective communication of the intentions of the policy-makers 2.3 Specific attributes of effective communication 2.4 Constraints on legislative counsel 3. Background Legislation 3.1 The Constitution 3.2 The Anterpretation Act Note 4. The Basic Elements of a Legislative Sentence 4.1 Legal subject 4.2 Legal action 4.3 Context 4.4 Prominence for the legal subject 4.5 Prominence for the legal action 5. Modern Commonwealth Conventions in Legislative Drafting 5.1 The need for consistency and conciseness 5.2 Who is affected by the rule? 5.3 What is required or permitted? Note 6. Plain Language Drafting 6.1 Introduction 6.2 Reasons why legislation may fail to communicate clearly 6.3 General objective of plain English in drafting legislation 6.4 The most common specific problems that need to be addressed 6.5 The aims of plain English in legislation Notes 7. Structuring Legislative Drafts 7.1 Sentences 7.2 Paragraphs 7.3 Grouping provisions in an Act 7.4 Linking devices 8. Punctuation (and Capitalisation) 8.1 Full stop 8.2 Colon 8.3 Dash 8.4 Semi-colon 8.5 Quotation marks (or inverted commas) 8.6 Brackets 8.7 Hyphen 8.8 Apostrophe 8.9 Comma 8.10 Capital letters Note 9. Definitions and Interpretation Provisions 9.1 Introduction 9.2 Definitions and other interpretation provisions generally 9.3 Different kinds of interpretation provisions and definitions 9.4 Writing definitions 9.5 Where particular care is needed in definitions 9.6 Where do interpretation provisions go? 10. Words to use With Special Care (and Other Drafting Problems) 10.1 Introduction 10.2 ‘And’ and ‘Or’ 10.3 ‘Which’ and ‘that’ 10.4 ‘All’, ‘any’, ‘each’ and ‘every’ 10.5 ‘Such’ 10.6 Singular and plural 10.7 Elliptical writing (omission of words which are to be implied) 10.8 Indeterminate terms 10.9 Gender-Neutral Drafting 10.10 Expressing time 10.11 Expressing numbers 11. The Legislative Scheme: Principles governing the type of legislation required and the ordering of its provisions 11.1 Fundamental questions to be answered 11.2 A logical structure to legislation 11.3 The logical sequence of sections within a Part 12. Preliminary Provisions 12.1 Introductory Provisions 12.2 Preliminary provisions 13. Final Provisions 13.1 Repeals 13.2 Transitional and savings provisions 13.3 Schedules 14. Penal Provisions 14.1 General formulae 14.2 Different types of penalties 14.3 Parties to offences 14.4 Strict liability in criminal law 14.5 Shifting the burden of proof 14.6 General matters concerning offences and penalties 14.7 Other matters consequent on conviction 14.8 Administrative penalties 15. Delegated Powers to Make Legislation 15.1 Why are powers to legislate delegated? 15.2 What form does subsidiary legislation take? 15.3 Questions about delegation which need to be considered by legislative counsel 15.4 How does the legislature supervise the making of subsidiary legislation? 15.5 Drafting subsidiary legislation 15.6 Typical layouts of subsidiary legislation, and executive instruments that are in some jurisdictions treated as subsidiary legislation Note 16. Amending Legislation 16.1 How may statutes be amended? 16.2 Direct (or textual) and indirect methods of amending 16.3 Substantive and consequential amendments 16.4 Amendment, or repeal and replacement? 16.5 Retrospectivity of amendments 16.6 Drafting textual amendments 16.7 Renumbering 16.8 Punctuation 16.9 Indentation and spacing 16.10 Style 17. Specific Types of Application 17.1 Retrospective and retroactive provisions 17.2 Extra-territorial legislation 17.3 Binding the government 18. Statutory Corporations 18.1 Functions of statutory corporations 18.2 Terminology traditionally used 18.3 Corporate or non-corporate? 18.4 Features of a body corporate 18.5 Establishment of a body corporate 18.6 Drafting provisions to establish a statutory corporation 19. Licensing Legislation 19.1 Introduction 19.2 The purposes of licensing and registration 19.3 The contents of licensing legislation 19.4 Typical transitional and savings provisions relating to licences 20. Financial Legislation 20.1 Introduction 20.2 Government accounting 20.3 Government expenditure 20.4 Government borrowing, guarantees and lending 20.5 Taxation Appendix A: Legislative Procedure and Preparation Appendix B: Guidelines for the Preparation of Cabinet Submissions Appendix C: Drafting Instructions Appendix D: Suggested Approaches to Translation of Policy Appendix E: Suggested Approaches to Drafting

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Book SynopsisEducation is a fundamental human right that is recognised as essential for the attainment of all civil, political, economic, social and cultural rights. It was not until 2006, on the adoption of the UN Convention on the Rights of Persons with Disabilities (CRPD), that the right to inclusive education was codified. This volume fills a major gap in the literature on the right of disabled people to education. It examines the theoretical foundations and core content of the right to inclusive education in international human rights law, and explores the various ways of implementing this right through an exploration of legal strategies and mechanisms. With contributions by leaders in the field, this volume advances scholarship on the core content of the right to inclusive education by examining the content and practice of the right at the national, regional and international levels.Table of Contents1. Introduction; 2. The right to inclusive education for students with disabilities under international human rights law Arlene S. Kanter; 3. Comprehensive legal analysis of Article 24 of the Convention on the Rights of Persons with Disabilities Gauthier de Beco; 4. Moving towards schools for all: examining the concept of educational inclusion for disabled children and young people Michael Shevlin; 5. Drafting Article 24 education of the Convention on the Rights of Persons with Disabilities Rosemary Kayess; 6. The Expressive Dimension of Article 24 of the UN Convention on the Rights of Persons with Disabilities Sarah Arduin; 7. Reasonable accommodation: an integral part of the right to education for persons with disabilities Shivaun Quinlivan; 8. Progressive realisation and the right to inclusive education Gauthier de Beco; 9. Financing inclusive education – lessons from developing countries János Fiala-ButoraI; 10. Strategic litigation and inclusive education Peter Barnett and Michael Ashley Stein; 11. Advocacy for inclusive education: a European approach Carla Bonino Covas and Miguel Ángel Cabra de Luna; 12. Advancing the right to inclusive education in development cooperation Janet E. Lord; 13. Harnessing technology to realize the right to inclusive education Cambridge Right to Education Volume Deepti S. Raja and G. Anthony Giannoumis; 14. Indigenous-knowledge-driven education reform as a means of achieving inclusive education in indigenous communities in Canada Anna Gilmer; 15. Inclusive education: perspectives from the UN Committee on the Rights of Persons with Disabilities María Soledad Cisternas Reyes; 16. Emerging trends in the jurisprudence of the European Court of Human Rights: the right to education for persons with disabilities Andrea Broderick; 17. Emerging jurisprudence on inclusive education under the European Social Charter Shivaun Quinlivan; 18. The scope of recognition and protection of the right to inclusive education in the African human rights system Japhet Biegon; 19. Litigating the right to inclusive education under Irish law Gerry Whyte; 20. Inclusive education in Flanders, Belgium: a country with a long history of segregation Elisabeth De Schauwer; 21. The implementation of the right to inclusive education in Germany Thomas Bernhard; 22. The Past, Present and future of the right to inclusive education in Italy Delia Ferri; 23. Inclusive education in China Zhijun Fu, Bo Chen and Ni Zhen; 24. Legislating inclusive education in the era of the CRPD: The case of Kenya Elizabeth Kamundia; 25. Implementation of the human right to inclusive education in Japan Yoshikazu Ikehara; 26. Charting a legal course towards the inclusion of children with disabilities in Tajikistan Kate Lapham; 27. The right to inclusive education in Argentina Ana Laura Aiello.

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Book SynopsisBissonette has made an extremely important contribution to the technology leadership literature. School leaders face extraordinary challenges as they balance student empowerment with organizational responsibility. This book's clear guidance, real-life scenarios, and practical tips help administrators navigate those shoals effectively.Scott McLeod, Associate Professor and DirectorUCEA Center for the Advanced Study of Technology Leadership in EducationProtect students and staff by ensuring the appropriate, ethical use of technology!Concerned that the fast-evolving technology used to empower students also puts the school at risk? The legal issues that affect today's classrooms require a heightened awareness and understanding of Internet safety and cyber law. This timely reference is an essential overview for teachers, media specialists, and administrators covering legal issues related to Internet and technology use. Lawyer and educatiTrade Review"Bissonette has made an extremely important contribution to the technology leadership literature. School leaders face extraordinary challenges as they balance student empowerment with organizational responsibility. This book′s clear guidance, real-life scenarios, and practical tips help administrators navigate those shoals effectively." -- Scott McLeod, Associate Professor and Director"The strengths of the book are the references to policy revisions and enforcement. Each chapter contains a helpful checklist for school leaders on student and staff use of technology on school grounds." -- The School Administrator, April 2011"Bissonette has provided a very timely and thought-provoking reference for media specialists and IT administrators on current legal issues brought about by the proliferation of electronic media devices in 21st-century classrooms. This is an easy-to-follow and understandable guide using sample case studies and sidebars." -- Michael A. Burke, Director of District Media and Technology Services"This book offers suggestions that can be used to write policy at the federal, state, or local levels, but also offers concrete ideas that can be used tomorrow morning by classroom teachers. The author has a gift for condensing complicated legal concepts into easily understood bites for education professionals, allowing them to act responsibly and to anticipate what is yet to come." -- John A. Arikian, Visiting Lecturer"Bissonette provides clear explanations of how district policies and actions have been supported in legal cases. The book does an excellent job of providing real-world examples that are meaningful to the practicing teacher, reminding teachers and school leaders of the ever-increasing need to educate students in the appropriate and ethical use of technology." -- Karen A. Sorvaag, Assistant ProfessorTable of ContentsAcknowledgments About the Author Introduction 1. Cyberbullying: Curbing Student Use of Technology to Intimidate and Harass Others 2. Student Use of the Internet: Reducing Inappropriate Internet Behaviors 3. Staff Use of the Internet: Drawing a Line Between Teachers′ Public and Private Lives 4. Privacy and Security: Protecting Student Information 5. The School as an Internet Service Provider: Providing Access and Protecting Students 6. Copyright Law in the Classroom: Steering Clear of Legal Liability 7. Policies, Procedures, and Contracts: Communicating Expectations to Teachers, Students, and Parents 8. Ethical Issues: Developing Responsible Internet Citizens 9. Looking Ahead: Keeping an Eye on the Future Resource A: How Laws Affect the Schools and Teachers Who Embrace Technology in Learning Resource B: Sample Acceptable Use Policy Glossary of Terms References Suggested Readings Index

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Book SynopsisLibrary staff and faculty defend intellectual freedom and describe standing against book challenges.Book bans and challenges frequently make the news, but when the reporting ends, how do we put them in context? The Fight against Book Bans captures the views of dozens of librarians and library science professors regarding the recent flood of book challenges across the United States, gathered in a comprehensive analysis of their impact and significance. It also serves as a guide to responding to challenges.Chapter authors provide first-hand accounts of facing book challenges and describe how they have prepared for challenges, overcome opposition to certain books, and shown the value of specific library materials. Library science faculty with a range of specialties provide relevant background information to bolster these on-the-ground views. Together, the chapters both articulate the importance of intellectual freedom and demonstrate how to convey that signifiTrade ReviewThis timely book will be an excellent resource for library workers on the front lines in the fight to protect access to information. Using a combination of stories from the field and practical advice for responding to threats to intellectual freedom, Oltmann has assembled a valuable resource that captures the concerns of this moment and provides hope for the future. * Dr. Martin Garnar, Director, Amherst College Library, USA; Editor, Intellectual Freedom Manual, Tenth Edition *The majority of Americans oppose censorship. But those calling for bans are loud, angry, and organized. These voices from the frontlines of America's libraries not only offer sage advice (with the big one being the necessity of having and adhering to policies), they also share their astonishment, anxiety, and deep commitment to service and professionalism. A vital record of our times, this book is recommended for all public, school, and academic libraries. * James LaRue, Executive Director, Garfield County (CO) Public Library District, USA *The stories in this book are by turns infuriating and heartbreaking, and this deeply researched and informative look at the surge of book bans should be a catalyst to encourage us all to fight back. * Karis Rogerson, Writer and Journalist *Table of Contents1. The Precarious State of Libraries in the 2020s, Shannon M. Oltmann Part One: The Rise in Book Challenges across the Nation 2. It’s Not Just the Quantity: Book Challenges in 2021 and Beyond, Glen J. Benedict 3. Preserving Equity for Young Adult Readers, Andrea Jamison 4. Missouri and Kansas School Librarians Face Unprecedented Community Concern, Rene Burress, Angie Wiegers, and Amanda Harrison 5. Reclaiming the Right to Learn: Combating New Censorship Tactics, Jamie Gregory Part Two: How Challenges and Bans Affect Librarians 6. Riding Shotgun for Intellectual Freedom, Terri L. Lesley 7. A Library without Controversy, Kelly Mayfield 8. A Middle School Challenge: Championing Cabot’s Princess on the Brink, Julie N. Hornick 9. Beyond the Paperwork: The Hidden Impact of a Title Challenge, Joe Schweiss Part Three: External Support for Librarians 10. Supporting Texas Librarians Facing Materials Challenges, Dorcas Hand 11. Building a Grassroots Movement to Support Intellectual #FReadom, Becky Calzada and Carolyn Foote 12. Answering the Call: ALA GNCRT Responds to Surging Challenges to Comics, Matthew Noe, Amie Wright, and Moni Barrette Part Four: How to Face Challenges and Bans 13. Responding to Challenges: In the Moment and Beforehand, Kristin Pekoll and Shannon M. Oltmann 14. When Policy Does Not Stop the Ban: Reflections on Moving Forward, Jenna Kammer and Mernie Maestas 15. Whom Do We Serve? A Youth Librarianship Perspective, Cindy C. Welch 16. Parent Education for Anti-censorship: A School Librarian’s Guide, Rhona Campbell Part Five: Advice from Librarians 17. Challenges That Provide Insight into a Librarian’s Code of Ethics and a Systemic Threat to National Democracy, Dee Ann Venuto 18. Book Banning in the United States? Why, It’s Perfectly Normal!, Kerrie Lattari 19. Hindsight Is 2021: Help from the Book Battle Frontlines, Martha Hickson 20. Saving Library Books for Kids: A Year Combating Censorship, Tonya Ryals About the Editor and Contributors Index

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Book SynopsisA practitioner's guide to understanding and meeting the legal standards that apply to the registration, management and inspection of independent schools in the United Kingdom.

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Book SynopsisJ.C. Blokhuis is Professor of Social Developmental Studies at Renison University College, University of Waterloo, Canada.Table of ContentsSeries Editor’s Introduction, Bruce Maxwell and Lauren Bialystok Introduction, J.C. Blokhuis 1. Mapping the Field, J.C. Blokhuis 2. Purposes of Education, Maryam Ahranjani and J.C. Blokhuis 3. Curriculum, J.C. Blokhuis and David Hòa Khoa Nguyen 4. Schools and Education Systems, Jonathan Feldman and J.C. Blokhuis 5. Learning and Human Development, R. Brian Howe and Katherine Covell 6. Teaching and Teacher Education, Suzanne Eckes and Charles Russo 7. Assessment and Evaluation, Patrick McGuinn References Index

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Book SynopsisWe are in the midst of a full-scale attack on our nation's commitment to public education. From funding, to vouchers, to charter schools, public education policy has become a political football, rather than a means of fulfilling the most basic obligation of government to its citizens.As Derek W. Black vividly illustrates, this assault threatens not just public education, but democracy itself. Black offers both an illuminating history of our nation's establishment of a constitutional right to education, and a trenchant analysis of how such a right is being undermined today. He looks at education history with a wide view, describing both periods when our democracy has been strengthened-when the commitment to public education has been strongest-and weakened, when such a commitment has been lacking. And today, such a commitment is sorely lacking.Schoolhouse Burning shows what is at stake: not just the right to public education as guaranteed by the constitution, but an erosion of democratic norms.

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Book SynopsisIt is vital for all professionals in the field of education to have a practical understanding of the laws that are in place to protect the children with whom they work. The Comprehensive Guide to Special Education Law is a detailed yet accessible introduction to federal law as it applies to the rights of children with special needs.Written in a user-friendly question and answer format, the book covers all of the key areas of special education law including parental rights of participation, the legal right to Free Appropriate Public Education (FAPE) and related services, and the complex issues of discipline and dispute resolutions. This book provides educators with knowledge of the requirements, history, and evolution of the laws that impact their daily working lives and gives them the information they need to help parents obtain better services for their children.This is an indispensible handbook that teachers, school management, and school counselors will refer to again and again.Trade ReviewAn invaluable reference for any professional in the field of special education, and covers the laws in place to protect special ed kids. -- Midwest Book ReviewDr. George Giuliani has written the best book I have ever read in the area of special education law. Practical, concise, and user-friendly, this book represents an exciting and up-to-date approach to addressing the legal issues faced by children with special needs. Dr. Giuliani explains the complexity of the special education process incredibly well, making it easy to understand. As a college professor and professional in the area of special education for the past 40 years, I believe that this book will become an authority in the field. This is a phenomenal book and I give it my highest recommendation. -- Roger Pierangelo, PhD, Associate Professor in the Department of Special Education and Literacy at Long Island University and Executive Director of the National Association of Special Education Teachers, USADr. George Giuliani has written a tremendously insightful and comprehensive book on special education law. It is very easy to read and user-friendly. It is clear that he did a great deal of research in putting this book together. It is well thought out and written in an easy-to-read format. Dr. Giuliani makes understanding the special education process - which can be overwhelming - simple and easy to grasp and he does a great job laying things out in a step-by-step fashion. As a Child and Adolescent Psychiatrist who often works with parents of children with special needs, it is my professional and personal opinion that Dr. Giuliani's book really clarifies the legal issues and rights of exceptional children. This is an excellent guide for anyone interested in special education law. I highly recommend it! -- Robert D. Colucci, DO, Child and Adolescent Psychiatrist, USAAs a former colleague and beneficiary of Dr. Giuliani's clear and succinct writing, presented in textbooks that I have employed in several of my graduate courses, I must commend him, once again, for providing another lucid 'gem' in The Comprehensive Guide to Special Education Law. The distinctive conversational style employed provides the reader with a 'user-friendly' approach to a subject that can be difficult to comprehend and, consequently, to navigate and use effectively. I believe that this book will serve as an invaluable resource for parents, teachers, and related service providers. My congratulations, then, to Dr. Giuliani for authoring such a lucid and comprehensible guide to what can seem, at times, an enigmatic and complex subject. To my knowledge, no similar exposition exists and, thus, Dr. Giuliani's 'Guide' addresses a critical need. -- Vance L. Austin, PhD, Associate Professor and Chair of the Special Education Department, Manhattanville College, New York, USAKnowledge is power! The Comprehensive Guide to Special Education Law empowers professionals and parents. It levels the playing field for anyone who needs to be aware of the legal issues facing children with disabilities. Making informed educational decisions for a child when confronted with the reality that he or she has special needs can be overwhelming. Dr. Giuliani has dissected an extremely complex set of laws and procedures and consolidated them into a practical and simple straight-forward book. The Comprehensive Guide to Special Education Law is a must-have resource. -- Michael E. Bergman, Esq., Partner, Bergman, Bergman, Goldberg, & Lamonsoff, LLP, New York, USAThis is a thorough, easy-to-understand book which is perfect not only for educators and administrators in the field, but also for parents who are newly navigating the often difficult world of special education. As a practicing school psychologist, these are answers to the questions I get asked on an almost daily basis. A wonderful resource! -- Kelly McCabe-Fitch, PhD, School Psychologist and Adjunct Professor of Psychology, Long Island, New York, USADr. Giuliani's book is packed with useful information about Education Law. The book explains complex legal topics in a way that is easy to understand and informative. The FAQ format enables the reader to quickly locate the information they are looking for. This book is a must-have for parents and professionals alike. -- Nicholas J. Agro, Esq., Education Attorney, New York, USAFinally! A comprehensive yet practical, to-the-point, legal reference book for all special education stakeholders: parents, special educators, school administrators, advocates, lawyers, students and academics. Dr. Giuliani has thoughtfully compiled the essential questions about special education law - regarding its substance, process, and practice - that are raised in schools and homes every day, and provided the answers to those questions in a direct and eminently understandable way. The Q&A format keeps this book fresh. I will use it in my practice and in my classroom. -- Matthew J. Delforte, Special Education Attorney, Shebitz Berman Cohen & Delforte, P.C., and Adjunct Professor of Law at Hofstra University School of Law, New York, USATable of ContentsAbout the Author. Acknowledgements. Disclaimer. Preface. 1. Overview of Special Education Law. 2. Requirements for Being a “Parent”. 3. Free Appropriate Public Education (FAPE). 4. Notice of Procedural Safeguards, Prior Written Notice and Consent. 5. Identification, Evaluations, and Independent Educational Evaluations of Children with Suspected Disabilities. 6. Eligibility for Special Education. 7. Related Services. 8. Individualized Education Programs (IEP). 9. The Least Restrictive Environment. 10. Dispute Resolution Options in Special Education. 11. Discipline of Students with Disabilities. 12. Confidentiality of Information and Educational Records. 13. Early Intervention of Infants and Toddlers with Disabilities. 14. Section 504 and the Education of Children with Disabilities. Glossary. References. Index.

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Book Synopsis#1 NEW YORK TIMES BESTSELLER!President Trump''s nominee for Secretary of Defense Pete Hegseth has written a revolutionary road map to saving our children from leftist indoctrination.Behind a smokescreen of ?preparing students for the new industrial economy,? early progressives had political control in mind. America?s original schools didn?t just make kids memorize facts or learn skills; they taught them to think freely and arrive at wisdom. They assigned the classics, inspired love of God and country, and raised future citizens that changed the world forever.Today, after 16,000 hours of K-12 indoctrination, our kids come out of government schools hating America. They roll their eyes at religion and disdain our history. We spend more money on education than ever, but kids can barely read and write?let alone reason with discernment. Western culture is on the ropes. Kids are bored and aimless, flailing for purpose in a system that says racial and gender identity is everything.Battle for the AmericanMindis the untold story of the Progressive plan to neutralize the basis of our Republic ? by removing the one ingredient that had sustained Western Civilization for thousands of years. Pete Hegseth and David Goodwin explain why, no matter what political skirmishes conservatives win, progressives are winning the war?and control the ?supply lines? of future citizens.Reversing this reality will require parents to radically reorient their children?s education; even most homeschooling and Christian schooling are infused with progressive assumptions. We needto recover a lost philosophy of education ? grounded in virtue and excellence ? that can arm future generations to fight for freedom. It?s called classical Christian education. Never heard of it? You?re not alone.Battle for the American Mindis more than a book; it?s a field guide for remaking school in the United States.We?ve ceded our kids? minds to the left for far too long?this book gives patriotic parents the ammunition to join an insurgency that gives America a fighting chance.Whether you''re a conservative looking to push back against the progressive agenda or simply someone who cares about the education of our children, this book is for you.

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