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Critical thinking is the essential tool for ensuring that students fulfill their promise. But, in reality, critical thinking is still a luxury good, and students with the greatest potential are too often challenged the least. "Thinking Like a Lawyer": (1) Introduces a powerful but practical framework to close the critical thinking gap; (2) Gives teachers the tools and knowledge to teach critical thinking to all students; (3) Helps students adopt the skills, habits, and mindsets of lawyers; (4) Empowers students to tackle 21st-century problems; and (5) Teaches students how to compete in a rapidly changing global marketplace. Colin Seale, a teacher-turned-attorney-turned-education-innovator and founder of thinkLaw, uses his unique experience to introduce a wide variety of concrete instructional strategies and examples that teachers can use in all grade levels and subject areas. Individual chapters address underachievement, the value of nuance, evidence-based reasoning, social-emotional learning, equitable education, and leveraging families to close the critical thinking gap.

This series of papers brings together distinguished experts writing on the use of class action litigation to reform public child welfare systems. It is an effort to tease out of four decades of experience in this work, the factors that increase the likelihood that litigation will result in successful system reform. This publication is an outgrowth of a series of conversations among a diverse group of people who have been involved in such litigation--from plaintiffs' lawyers who have filed these cases and agency attorneys who have defended them, to child welfare administrators who have managed systems involved in litigation and technical assistance providers who work with them, to foundation representatives who have helped negotiate settlement agreements and experts appointed by the court to monitor and report on agency performance under those agreements. The papers in this series are presented in two sections. Section I includes papers that address a specific stage or aspect of child welfare litigation, drawing on experience in particular cases, but presenting a more general discussion. Section II focuses more deeply on specific cases from which the authors draw lessons based on their role and case experience. Contents of this publication include: (1) A Powerful Route to Reform or When to Pull the Trigger: The Decision to Litigate (Marcia Robinson Lowry); (2) Structuring Litigation-Driven Child Welfare Reform for Success (Paul Vincent); (3) Role of Foundations in Child Welfare Litigation (Steven D. Cohen); (4) Reflections on the Role of the Monitor in Child Welfare Litigation (Andy Shookhoff); (5) The Use of Data in Child Welfare Litigation (Jerry Milner); (6) Qualitative Case Review in a Child Welfare Lawsuit (Kathleen Noonan); (7) "Engagement is the Reform": The Role of Youth, Foster Parents and Biological Parents in Child Welfare Litigation (Erik Pitchal); (8) Establish the Finish Line at the Start: The Importance of a Disengagement Plan (Grace Lopes); (9) Is Child Welfare Class Action Litigation a Viable Tool to Achieve Race Equity? (Karen Baynes-Dunning); (10) Litigation Leads to Sustainable Reform: A Case Study of Utah's Success (John O'Toole and Leecia Welch); (11) Child Welfare Settlement Compliance in the State of Kansas: Conditions for Success (Teresa Markowitz); (12) New Jersey: A Case Study and Five Essential Lessons for Reform (Kevin Ryan, Eileen Crummy, Molly Armstrong and Lisa Taylor); (13) Perspectives of a Child Welfare Administrator: Managing Change While Under a Consent Decree/Court Order (Uma Ahluwalia); (14) New York City's Administration for Children's Services Reform Effort: When Solutions Are the Problem (Linda I. Gibbs); (15) From a Commissioner's Perspective: The Double-Edged Challenges of Managing Under a Consent Decree (Page B. Walley); and (16) Life Under a Consent Decree: A Conversation with Viola Miller (Viola Miller). Individual essays contain endnotes. [Preface written by Judith Meltzer, Rachel Molly Joseph and Andy Shookhoff.]

New York City has for far too long tolerated a severe imbalance in the delivery of legal services in child welfare cases. Although the Administration for Children's Services (ACS), the Legal Aid Society and Lawyers for Children all are given a significant annual budget which allows these agencies to represent petitioners and children in Family Court, parents have never had an institutional legal provider. This unacceptable imbalance has unfairly served vulnerable families. Parents are deprived of attorneys who have supportive resources, such as investigators, social workers, paralegals and professional development programs. As the articles in this issue of "Child Welfare Watch" describe, the city's troubled Family Court has been in the midst of a reform process for several years climaxing in the new Permanency Law signed by Governor George Pataki last year. While the Permanency Law streamlines the case process and provides for better sharing of information with parents and their attorneys, it does not solve the far more difficult problem of inadequate government investment in the operations of Family Court, all of which is documented in theme and first article of this issue, "A Matter of Judgement: Deciding the Future of Family Court in NYC" (Andrew White). Other articles contained in this issue include: (1) Recommendations and Solutions (proposed by Child Welfare Watch); (2) Failing Children: How Schools Can Intervene (Daliz Perez with Andrew White); (3) Before the Crisis: A Snapshot of the NYC System; (4) Juvenile Arrests Soar: Delinquents Flood Courts (Alyssa Katz); (5) Order in the Court: Reforms Move Families Forward (Alyssa Katz); (6) Meet the New Law; (7) How a Case Proceeds; (8) Prosecutors "New" Case: ACS Reinvents Its Legal Team (Cassi Feldman); (9) Remembering Julius C.C. Edelstein (David Tobis); (10) Poor Parents' Counsel: Are There Alternatives? (Traci McMillan); (11) The Court V. Good Sense: How to End Needless Delays (Chris Gottlieb and Martin Guggenheim); and (12) Watching the Numbers: A Six-Year Statistical Survey. (Contains 2 color enhanced graphs.) [This issue of "Child Welfare Watch" was funded by the Child Welfare Fund and the Ira W. DeCamp Foundation. "Child Welfare Watch" is a project of the Center for an Urban Future and the Center for New York City Affairs at Milano The New School for Management and Urban Policy.]

This compilation of publications from the School-Linked Service Integration Research Project focuses on integrated services and includes the following papers: (1) "New Community Schools: Issues for Families in Three Streams of Reform" (Wayne Sailor), describes issues in special education reform, general education reform, and school/health services reform; (2) "Services Integration: Parent Empowerment through School/Community Partnerships (Wayne Sailor), reviews barriers to services integration and solutions; (3) "American Education in the Postmodern Era" (Wayne Sailor), discusses the transformation from modern to postmodern rationality in our schools; (4) "Family Participation in New Community Schools" (Wayne Sailor and others), addresses the importance of family support within educational policy developments; (5) "New Structures and Systems Change for Comprehensive Positive Behavioral Support" (Wayne Sailor), describes positive behavioral support for students with severe behavior disorders in inclusive settings; (6) "Voice Collaboration and Inclusion: Democratic Themes in Educational and Social Reform Initiatives" (Thomas M. Skrtic and others), argues that, far more than a new special education service delivery model, inclusion is the emerging cultural logic of the 21st century; (7) "School-Linked Services Integration: Crisis and Opportunity in the Transition to Postmodern Society" (Thomas M. Skrtic and Wayne Sailor), considers the implications of the school-linked services integration reform movement for professional practice and discourse in the fields of special and remedial education, as well as for the broader political goal of democratic transformation in America; (8) "Para Las Familias: An Example of An Independent Policy Reform Model" (Martin H. Gerry and Henry M. Levin), describes a model demonstration program for children and their families in low-income neighborhoods; and (9) "Service Integration and Beyond: Implications for Lawyers and Their Training" (Martin H. Gerry). (Each chapter includes references.) (CR)

This book presents 24 papers dealing with learning theory and its application at the postsecondary level, many stemming from the ideas of Robert Sternberg and Howard Gardner. Articles include: (1) "Introduction" (Richard Kelder); (2) "Teaching Variability in Problem Solving" (Patricia D. Stokes); (3) "Cognitive Theory and Teaching Critical Thinking: The Lawyer's Approach to Postsecondary Education" (Stephen Schoeman); (4) "Is There a Fit Between Critical Thinking Theory and Cognitive Theory" (William R. Brown); (5) "Assessing Assessment" (Judith Entes and Richard L. Larson); (6) "Wrestling With Angels" (Gayle Whittier); (7) "Food For Thought: Writing and the Domain Beyond the Cognitive" (Alice G. Brand); (8) "Crossing Academic and Social Boundaries Through Technology" (Marcia Birken and Anne C. Coon); (9) "Multimedia Instruction: One Solution to the Development of Diverse Learning Environments" (Jeanne Buckley); (10) "Liberal Education and the Implicit Curriculum: Faculty Response and Responsibilities" (Dana S. Dunn, et. al.); (11) "A Student-Centered Pedagogy: Collaborative Learning, Assessment, and Retention" (Carol Ann Dalto et al.); (12) "Reconfiguring Knowledge Relations: A Department's Self-Study Project" (Mark Zuss); (13) "Assessment of Mathematical Problem Solving: Strategies for Teachers" (Elaine Kolitch and Elaine Hofstetter); (14) "Portfolios: Emerging Voices" (Harriet Fayne and Nancy Woodson); (15) "Gateway Psychology at Rutgers: Addressing Retention in a Content Course" (Gary M. Parilis et al.); (16) "Innovations in Group Modes for Adult College Students" (Miriam Tatzel); (17) "Inner Visions/Outer Visions" (Nancy King); (18) "Ways of Knowing in Education and Diverse Learning Styles" (Maxine Morrin); (19) "The Artistic Process: A Model for Teaching and Learning" (Kristin Rauch); (20) "Learning About Thinking by Thinking About 'Art'" (Stephen W. Shipps); (21) "Masks and Maskmaking: Reading and Writing. A Kinesthetic, Learner-Centered Approach for High-Risk Students" (Emma Zevik); (22) "Less is More: Applying Caleb Gattegno's "Words in Color" to Language and Literacy Learning on the College Level" (Bill Bernhardt et al.); (23) "Cultivating Multiple Intelligences Through 'The Living Journal'" (Christian Koontz); and (24) "Creativity Enhances Learning in College Classes: The Importance of Artists and Poets" (Ronald R. Cromwell). (Individual chapters contain references.) (NAV)

The purpose of this document is to give lawyers who are planning to work with students some practical advice that will make their presentations more effective. The advice should be helpful as lawyers make school visits for Law Day or even if they visit several times. As the article suggests, the first step is for the attorney to get to know the "client," the teacher in whose class the lawyer will appear. Lawyers should rely on the teacher to find out what should be covered, how to pace the material, and how much time to expect. It is important for the lawyer to remember not to try to cover too much, and it can be helpful to use a modified version of the Socratic method. The document includes individual lessons on such topics as dispute resolution, legal procedure, and access to justice. Lessons indicate grade level and explain activities in detail. "Twelve Hints for Lawyers" and "Other Publications of Interest" appear at the conclusion of the article. (SG)

This is a guide for minority group members who are considering entering law school and offers suggestions for success in the application process, in law school itself, and in choosing a career path. The first chapters guide the reader in self-assessment. Chapter 1 poses challenging questions about reasons for considering law school and chances for acceptance. Chapters 2 and 3 discuss the significance of achievement test scores and undergraduate transcripts. Chapter 4 encourages the reader to see him/herself as a valuable candidate for law school. Chapter 5 explores financial options including financial aid sources, and where to seek further information. The second section concentrates on exploration of law schools. Chapter 6 looks at how to gather information and how to assess the schools that best match particular needs and interests. Chapter 7 answers questions about sending out applications. Chapter 8 offers additional detail about communicating with the admission office especially ways to demonstrate accomplishments in college and professional life. Chapter 9 describes what happens in the admission office after the application arrives. Chapter 10 discusses what to do, and what to think about when a response arrives. Profiles of practicing minority group lawyers are interspersed throughout the volume. Appendixes contain decision profiles, sources of information on financial aid, suggested readings, and information on differences between law schools approved and not approved by the American Bar Association. (JB)

The Individuals with Disabilities Education Act (IDEA) of 2004 has placed a renewed emphasis on the importance of the regular classroom, the regular classroom teacher and the general curriculum as the primary focus of special education. This book contains over 100 topics that deal with real issues and concerns regarding the regular classroom and the special education process. These concerns range from requirements for referring a child for an individual evaluation, school discipline, classroom-based assessment, IEP meetings, inclusion and mainstreaming, and various legal requirements relating to IDEA, Section 504 of the Rehabilitation Act of 1973, and the No Child Left Behind act. It stresses the importance that every child with a disability must have goals "to enable the child to be involved in and make progress in the general education curriculum." Other issues interspersed within this text include classroom needs, the planning of individualized education programs, and participation in all aspects of the general curriculum. In order to achieve these goals, support for the regular classroom teacher must be provided so that children with disabilities can be involved in, and make progress in, the curriculum and participate in nonacademic activities. Following a preface, this book contains eight parts. Part I, High Expectations, presents: (1) A Service and Not a Place; (2) The Special Education Process; (3) NCLB for the Classroom Teacher; (4) Classroom Participation; (5) The Maximum Extent Appropriate; (6) Lawyers; (7) Teacher Complaints; (8) Classroom Teacher Participation; (9) Disabilities in the Regular Classroom; (10) Regular and Special Education; (11) The General Education Curriculum; (12) "Adequate" Appropriate Education; (13) An "Inappropriate" Education; and (14) Disabilities and Retention. Part II, LRE and Inclusion, continues with: (15) Least Restrictive Environment; (16) The Special Education Myth; (17) Token Gestures; (18) Classroom Placement Checklist;(19) Inclusion and Mainstreaming; (20) Variations of Inclusion; (21) Essential Laws and Regulations for the Classroom Teacher; (22) FAPE; (23) More LRE; (24) The Continuum of Placements; (25) Placement Decisions; (26) Disability and Placement; (27) Disability and Achievement; (28) Self-contained Classrooms; (29) Optimizing Participation; (30) Autism and the Classroom Teacher; (31) Low-Incidence Disabilities; (32) Visual Impairments; and (33) Social Security and DSM-IV Disabilities. Part III, Referral, RTI and Standards, continues with: (34) Prereferral Teams; (35) Referral Process; (36) RTI (Response to Intervention); (37) The Rowley Standard; (38) Reasonably Calculated IEPs; (39) Noncompliance; (40) The Presumed Placement; (41) Complaints; (42) Notice; (43) Prior Written Notice; (44) Parent Consent; and (45) Mediation. Part IV, Assessment, then presents: (46) Full and Individual Evaluation; (47) Grades and Report Cards; (48) Assessment and the Classroom Teacher; (49) Academic Achievement; (50) Annual Yearly Progress; (51) Evaluation in the Classroom; (52) Specific Learning Disabilities; (53) The Sad Story of IQ; (54) Speech/Language Impairment; (55) Measuring Reading Fluency; (56) Measuring Reading Vocabulary; (57) Measuring Reading Comprehension; (58) The Full and Individual Evaluation; (59) Mental Retardation; and (60) Disability and Race. Part V, IEP Essentials, continues with: (61) The IEP Team; (62) IEP Development; (63) Section 504 Services; (64) What are Section 504 Services?; (65) IEP Meetings; (66) IEP Content and the Classroom Teacher; (67) IEP Development and the Classroom Teacher; (68) Individualized Family Service Plan; (69) What to Do as an IEP Member?; (70) Measurable Annual Goals; (71) How to Select Goals; (72) The Bottom Line: Graduation; and (73) Declassification. Part VI, Individual Accommodations, continues with: (74) Reasonable Accommodations; (75) Accommodations in the Classroom; (76) How to Select Accommodations; (77) Section 504 Accommodations; (78) Easy Classroom Accommodations; (79) Classroom Test Accommodations; (80) Time Accommodations; (81) Accommodations: Readers; (82) Accommodations: Scribes; (83) Interpreters in the Classroom; and (84) Large Print. Part VII, Classroom Behavior, then presents: (85) Behavior and the Classroom Teacher; (86) Suspension and Disabilities; (87) Behavior: Classroom Strategies; (88) Observational Data; (89) Practical Behavior Assessment; (90) Classroom Rating Scales; (91) Emotional Disturbance; (92) More Social Maladjustment; (93) ADD/ADHD; and (94) Behavior and Medication. Part VIII, Services, concludes with: (95) Specially Designed Instruction; (96) Related Services; (97) Supplementary Aids and Services; (98) Transition Services; (99) Classroom Supports; (100) Regular and Special Education Support; (101) Resource Room Services; (102) FEOG; (103) Paraprofessionals; (104) In-Service; and (105) LEP and Disabilities. Notes, references, and an index are also included.

Universities were once largely insular institutions whose purview extended no further than the campus gates. Not anymore. Today's universities have evolved into multifaceted organizations with complex connections to government, business, and the community. This thought-provoking book by Harold Shapiro, former president of both Princeton University and the University of Michigan, and Chairman of the National Bioethics Advisory Commission under President Bill Clinton, explores the role the modern university should play as an ethical force and societal steward. Based on the 2003 Clark Kerr lectures, "A Larger Sense of Purpose" draws from Shapiro's twenty-five years of experience leading major research universities and takes up key topics of debate in higher education. What are the nature and objectives of a liberal education? How should universities address the increasing commercialization not only of intercollegiate sports but of education and research? What are the university's responsibilities for the moral education of students? The book begins with an expanded history of the modern research institution followed by essays on ethics, the academic curriculum, the differences between private and public higher education, the future of intellectual property rights, and the changing relationship between the nation's universities and the for-profit sector. Shapiro calls for universities to be more accountable morally as well as academically. He urges scientists not only to educate others about the potential and limitations of science but also to acknowledge the public's distress over the challenges presented by the very success of the scientific enterprise. He advocates for a more intimate connection between professional training and the liberal arts--in the hope that future doctors, lawyers, and business executives will be educated in ethics and the social sciences as well as they are in anatomy, torts, and leveraged buyouts. Candid, timely, and provocative, "A Larger Sense of Purpose" demands the attention of not only those in academics but of anyone who shares an interest in the soul of education.

This is a compilation of presentations delivered at the National School Boards Association Council of School Attorneys' Annual School Law Seminar: "From Vouchers to One Nation Under God: A Review of Recent Decisions Affecting the Separation of Church and State in the Context of Public Education" (Jay Worona); "ACLJ Memorandum: Religion in the Public Schools" (Colby M. May); "No Child Left Behind: A Texas Perspective" (M. Kaye Dewalt); "Compliance Agreement Under Title I of the Elementary and Secondary Education Act Between the United States Department of Education and the Montana Office of Public Instruction" (Elizabeth Kaleva); "The No Child Left Behind Act of 2001: Public School Choice, Failing Schools, Student Safety and Privacy" (Giselle S. Johnson); "Miscellaneous Provisions of the NCLB Act: FERPA, Student Prayer, Military Recruiters and More" (David S. Doty); "Implementation of the No Child Left Behind Act: Employment and Hiring Practices" (David G. Miller and Candace M. Bandoian); "New Issues in Collective Bargaining" (Michael A. Loizzi, Jr.); "What Boards and Superintendents Should Know About School Attorneys" (Martin Semple); "Procedural Issues in Running School Board Meetings: Selected Issues" (Jim Walsh); "Ethical Consideration in Settlement Negotiations" (Nancy Fredman Krent and Jennifer M. Meskin); "Supreme Court Updates" (Julie Underwood); "Conflicts in the Circuits: What Is the Standard for Mainstreaming and Inclusion" (James A. Keith); and "Environmental Issues for Schools: Mold, Lead, Toxic Building Sites and Other Unmentionables" (Shamus P. O'Meara and Dale O. Thornsjo). (WFA)

This book is a compilation of the presentations delivered at the National School Boards Association (NSBA) Council of School Attorneys Annual School Law Seminar on March 22-24, 2001, in San Diego, California. Presentations include: (1) "Religion and the Public Schools--What Hath the Supreme Court Wrought?" (Jay Worona and Patricia H. Gould); (2) "Prayer in the Schools: "Implications of 'Santa Fe vs. Doe'" (Shellie Hoffman Crow); (3) "Digital Discipline: Off-Campus Student Conduct, the First Amendment and Web Sites" (Margaret-Ann F. Howie); (4) "When Board Members Go Astray" (Lance L. Melton); (5) "Legal Issues Involving Educating Children with Limited English Proficiency" (Melanie Gurley Keeney and Stephanie Tueth); (6) "School Construction Bidding Issues" (Lorence H. Slutzky); (7) "Selecting and Contracting with Architects" (Michael I. Levin); (8) "Conflicts of Interest and the School Attorney" (John L. Kane, Jr.); (9) "Section 504 and Student Athletes" (Janet Little Horton); and (10) "The Impact of Special Education Law on Extracurricular Student Activities" (S. Bennett Rodick and Athena Christofalos). The book concludes with membership information, an NSBA Council of School Attorneys March 2001 publication list, a list of past council chairmen, and a list of NSBA Federation Member affiliated state councils. (RT)

This is a description of a mythical election of mythical school board members in a mythical district in Illinois. The law, however, is based in Illinois statutes and court cases. The book is divided into four major sections, each of which is addressed to one of the important functionaries in the election process. The largest part is addressed to the secretary of the board of election. It takes him through the mythical election on a chronological basis. The foundation for this portion is the calendar of events, which is presented here. Sections also address the candidate for the board, the election judges, and the school attorney. Numerous legal forms are illustrated and key concepts are highlighted. (Author/IRT)

This monograph analyses the functions of the prosecutor in the juvenile system. The authors examined in detail the existing prosecution system in the Boston Juvenile Court and surveyed procedures in a number of other cities. The findings show a wide disparity in practice and in the quality of justice dispensed. For example, in the Boston sample the arresting officer alone is responsible for presenting evidence. Equipped with only such legal training as his law enforcement career may have provided him, he frequently must confront either a public defender or private attorney. In such cases, the report suggests, the odds would appear to be weighted against the law enforcement interests of the community. To develop a judicial framework which serves both the rights of the accused juvenile and the safety of the community, the study recommends that juvenile courts adopt a modified version of the prosecutor-defender structure which now serves the adult criminal justice system. This report includes guidelines for such a juvenile prosecution system. (Author/PC)

This document, one of a series on questions regarding humanistic education, contains a transcribed conversation about jurisprudence between William J. Bennett, a professor of the philosophy of law at Boston University, and William L. Bennett, a teacher of humanities and English at Browne & Nichols School. The conversation deals with ways in which law pervades everyday lives, the necessity for the proper study of law in schools and colleges, and attempts of over 100 state and local bar associations to see that an understanding of law, the legal process, and the legal system becomes a part of the curriculum. Both speakers maintain that the case method developed in law school is the most useful approach to law-related subjects because most legal cases involve "little" people, whose lives and problems quite closely resemble those of the students who will study them. A bibliographical note on case law materials to be used by teachers for introducing students to law is included. (Author/DB)

The study of law in the K-12 curriculum can help students develop respect for the law and gain a better understanding of the rationale for various laws. Currently, there are two main approaches to the study of law in public schools. One is to offer a separate course or courses in law; the second is to integrate the concepts of law throughout the curriculum. Law-related activities include involving students in class discussions of topics such as why one needs a license to drive; having persons from the legal community visit and speak to the class; presenting to the students question/answer exercises; having students accompany policemen on their rounds; and engaging students in mock trial simulations. Most law-related education programs probably will continue to grow because (1) educators have become more sensitive to community needs and resources and have developed community relevant law-related programs; (2) legal education programs are receiving increasing support from members of the justice community; (3) the prospect of funding from government and private sources is good; and (4) public interest in law studies is growing. To introduce law-related education into the classroom, teachers should gather and review law-related materials, request working notes on various legal problems from the American Bar Association, and solicit community and school board support. Particular emphasis should be placed on developing better law-related education programs for elementary school students and for in-service and preservice teachers. (Author/DB)

This book, an updated publication of the National School Boards Association Council of School Attorneys, is designed to help school board members and administrators effectively obtain and work with a competent school lawyer. Following the foreword by Benjamin J. Ferrara, contents include the following articles: (1) "Development of the School Attorney's Role: How We Got Where We Are" (Benjamin J. Ferrara); (2) "Inside or Outside? Considerations in the Decision to Employ In-House or Retain Outside Counsel" (Patricia J. Whitten); (3) "Selection, Recruitment and Retention of School District Legal Counsel" (Melanie Gurley Keeney and Peter G. Yelkovac); (4) "Attorney Fee Structures" (Melanie Gurley Keeney and Nancy Fredman Krent); (5) "Working Effectively with a School Attorney: Some Practical Suggestions" (Benjamin J. Ferrara); (6) "What to Expect of a School Attorney" (Edgar H. Bittle); (7) "The Role of the School Attorney in Policy Matters" (Ralph D. Stern); (8) "Historical Evolution and Modern Function of Bond Counsel" (National Association of Bond Lawyers); (9) "The School Attorney as a Preventive Law Practitioner" (Margaret A. Chidester and Benjamin J. Ferrara); (10) "Issues for School Districts When Represented by Insurance Counsel" (Nancy Fredman Krent and Gary R. Thune); (11) "Legal Ethics: Some Important Aspects of the Attorney-Client Relationship" (Nancy Fredman Krent); and (12) "Evaluation and Termination of School District Counsel" (Margaret A. Chidester). Appendices include sample policies, job descriptions, an engagement letter, a contract for special counsel, and an evaluation form. (LMI)

This compilation of the presentations delivered at the NSBA Council of School Attorneys' Annual School Law Seminar includes the following papers: (1) "The 'Dimensions' of Trial Advocacy" (Keith Evans); (2) "Attention Deficit Hyperactivity Disorder (ADHD): Who Has It and Who Doesn't" (Jerry L. Wyckoff); (3) "Student-to-Student Sexual Harassment and Dealing with the Office for Civil Rights" (Jennifer W. Jacobs); (4) "Ethical Issues for School Law Attorneys" (Nancy Fredman Krent and Joanna K. Horsnail); (5) "Discipline of Employees for Out-of-School Conduct" (David L. Yewell); (6) "Sexual Harassment and 'Free Speech'" (Bruce S. Rogow); (7) "Thoughts on Presenting an Effective Oral Argument" (John G. Roberts, Jr.); (8) "Dealing with the Office for Civil Rights in Section 504 Matters" (Susan S. Schermerhorn); (9) "Should Schools Be Required to Administer Ritalin?" (Melanie Gurley Keeney and Martha M. Neville); (10) "Burgeoning Issues in Special Education: Services to Children in Private/Parochial Schools, Awards of Damages Against School Officials, and Selection of Service Methodology by Parents" (Charles L. Weatherly and Melinda H. Maloney); (11) "Disclosure of Personnel Files, Evaluations, and Related Documents Under Open Records Statutes" (Kevin S. Harty); (12) "Practical Considerations in Disciplining Employees for Workplace Sexual Harassment" (Larry J. Frierson); and (13) "Current Developments in Contracting Out" (Celia M. Ruiz, Janice L. Sperow, and David E. Falik). The publication also contains information about NSBA Council of School Attorneys membership and publications. (LMI)

The 19 papers in this volume explore value conflicts in all professions. "Worlds in Collision: Value Conflicts in the Training of Professionals" (Samuel M. Natale, William G. O'Neill, Tara M. Madden) introduces the papers and explores what is meant by values, ethics, and conflict. The papers are as follows: "Values and Conflicts in School-Based Initial Teacher Training" (David Blake, Vincent Hanley, Mike Jennings, Michele Lloyd); "Corporate-Business School Partnerships: Synergy vs. Separation" (David P. Boyd); "Values and Conflicts of Values in the Pragmatist Tradition" (H.G. Callaway); "Whistleblowers in Higher Education: A Technique to Reduce Dysfunctionalities in U.S. Universities" (Bruce D. Fisher); "Economic Values and the New Millennium" (Joseph W. Ford); "Managed Care and the Dissolution of the Therapeutic Alliance in Psychoanalysis" (Joel Gavriele-Gold); "How Teachers and Students Learn to Use Class Organization Strategies: Technical and Ideological Issues" (Gill Hubbard); "Clinical Ethics: Generalist and Particularist Approaches to Moral Dilemmas" (Sharon Ikonomidis); "Redefining the Role of Paralegals for the 21st Century: A U.S. Perspective" (Diana D. Juettner, Anthony F. Libertella); "Holistic Healthcare: From Rhetoric to Reality: Making Good the Training Deficit" (William Keenan); "The Redefinition of Legal Professional Loyalty by Whistleblower Protection Laws in Australia" (Jennifer McKay); "Career Counseling with a Twist: Values and Conflicts in the Training of Pastoral Counselors" (Lee J. Richmond); "Teaching Industrial Psychology at a Historically Black University in South Africa" (Damian Ruth); "Growing Pains, Groans, and Giggles" (Julie M. Shaughnessy); "Value Conflicts in the Training of Financial Managers" (Anand G. Shetty, Francis J. McGrath); "Education--The Effects of Multimedia" (Sebastian A. Sora); "The Ethical Behavior of Academicians in Their Role as Experts in Litigation" (Frank D. Tinari); "Lonergan Interdisciplinary Education and Value Formation" (William J. Toth); and "First Steps in Educating Professionals" (John Wilson). An index is provided. (YLB)

This volume contains 21 papers that explore value conflicts in all professions: "Ethics and the Development of Work: The Central Maintenance Computer Case" (Harry Hummels); "Too Many Cooks Spoil the Stew--Ethical Preparation of Interdisciplinary Professionals" (Vincent F. Maher); "Value Conflict in 'Competence-Based' Training Incentives" (John Halliday); "Knowing One's Place: The Professional's Need for an Education in the Ecology of Practice" (Mike Bottery); "Integrating Ethics into Technical Courses: An Experiment in Its Fifth Year" (Michael Davis); "Management as a Vocation: Towards a People-Centered Profession of Management" (Peter Davis); "A Theory of Business Development" (Robert F. Dischner); "Values and Conflicts in the Training of Physiotherapists" (Elizabeth M. Walker);"The Dynamic Nature of Ethical Issues and Its Implication for Training Today's Business Students" (P. Everett Fergenson, Susan G. Rozensher); "If It's Not Hurting It's Not Working" (Chris Gaine); "Imparting Social Values through Literature: A Challenge to Legal Training" (Susan E. Grady); "Christian Social Thought and Management Education" (Robert G. Kennedy); "The Benefits of Using a Competence-Based Approach in the Education of New Teachers: Fact or Fiction?" (Pat Mahony); "Some Value Conflicts Experienced by Women in the Workplace" (Rita A. Knutsen, Marlene K. Malenda); "Professional Attitudes, Judgment, and Confidentiality: Tensions in School-Linked Services" (Michael E. Manley-Casimir, Mary T. Hall); "First Year Transitions from the Law School to the Courtroom: A Paradigm of Value and Ethical Conflicts Faced by New Professionals and Their Educators" (James Clark, Edward Monahan); "Ancient Sources of Conflicting Values in Professional Education: Plato" (Patricia Murphy); "The Common Good and the Purpose of the Firm: A Critique of the Shareholder and Stockholder Models from the Catholic School Tradition" (Michael Naughton, Helen Alford, Bernard Brady); "Why Philosophize about Conduct? or What Became of Unjust Discourse?" (William G. O'Neill); "Social Markets and Language Games: The Evolution of Vocational Training in England and Wales" (Richard Pring, Geoff Hayward); and "An Analysis of Educational Needs among Sales Professionals in a Multi-National Nutrition Company" (R.A. Richardson). An index is provided. (YLB)

This volume contains 19 papers that explore value conflicts in all professions: "Changing Student Teacher Values with Respect to Business and Industry" (Ralph P. Williams, Elizabeth J. Foster); "Admissions Processes into Canadian Master of Social Work Programs in the 1990s" (John R. Graham, Beatrice Traub-Werner); "Organizational Paradigms and Environmental Outcomes: A Theoretical Model for Socioecological Responsibility" (Douglas B. Johnson); "'Virtue-Based Ethics'--A Unifying Moral Framework for the Physician-Patient Relationship" (John E. Kelly); "The Professions and Management, Values, and Virtues" (David W. Lutz); "Why Liberal Education? Social Value and Personal Value" (Thomas Magnell); "Value Issues in Educating Business Decision Professionals" (Holmes E. Miller, Kurt J. Engemann); "Learning to Read the Signs: Reclaiming Pragmatism for American Business and Education" (F. Byron Nahser); "Why Is There So Much Corruption in India?" (Richard N. Ottaway); "Values and Conflicts in Training of Professional Psychologists" (Carole A. Rayburn); "An Exploration of Differing Social Values Concerning the Education and Training of Nurses for Professional Nursing Practice" (Rosemary Richardson); "The Philosophy of the Professional Activity: Illusions and Paradoxes" (L.N. Rosova, D.M. Zadvidskaya); "Values and Conflicts in the Training of Professionals" (Michael W. Small); "The Multiple Uses of Law in Teaching Ethics to Medical Students" (Bethany J. Spielman); "'A Good Student Is One Who's Nice to Me and Nice to My Weans': An Exploration of the Relationship between Supervising Teacher and Student on School Experience in the Primary School" (Rae Stark); "Dual Relationships: Implications for Developing Professionals" (Keith D. Walker, G. Vivian Walker); "Teachers', Parents', and Students' Perceptions of School Headteachers and a Proposal for a New Training Approach for School Administrators--A Malaysian Case Study" (Kamaruddin B. Yaakub); "Values as Rhetoric: The Case of Social Work" (N. Timms); and "The Dilemma of U.S. Education: A Procrustean Bed Hypothesis" (Harriet Aronson). An index is provided. (YLB)

This book contains the following 14 articles on the effects of law on women in the United States: "Protection of Women Workers and the Courts: A Legal Case History" (Ann Corinne Hill); "Sexual Harassment and Race: A Legal Analysis of Discrimination" (Judy Trent Ellis); "Comparable Worth: Is This a Theory for Black Workers?" (Judy Scales-Trent); "Sexual Harassment: Its First Decade in Court" (Catharine A. MacKinnon); "Comparable Worth: The Paradox of Technocratic Reform" (Sara M. Evans, Barbara J. Nelson); "Conceptualizing Black Women's Employment Experiences" (Cathy Scarborough); "Pluralist Myths and Powerless Men: The Ideology of Reasonableness in Sexual Harassment Law" (Nancy S. Ehrenreich); "Sexist Speech in the Workplace" (Marcy Strauss); "Women in the Workplace and Sex Discrimination Law: A Feminist Analysis of Federal Jurisprudence" (Francis Carleton); "Sexual Harassment in the Military" (Yxta Maya Murray); "Gender Bias in the Legal Profession: Women 'See' It, Men Don't" (Phyllis D. Coontz); "The Combat Exclusion and the Role of Women in the Military" (Judith Wagner DeCew); "Considering Difference: The Case of the U.S. Family and Medical Leave Act of 1993" (Lise Vogel); and "What's Sex Got to Do with It?" (Miranda Oshige). Many of the articles include reference lists. (KC)

This book contains a collection of essays that analyze how and with what measure of success women and minorities fare in comparison to whites, especially white males, in professions in the United States. Each of the eight chapters examines gender and/or racial differences in patterns of segregation and discrimination, career paths, and labor market outcomes in particular professions from a comparative, historical perspective. The following essays are included; "Watching the Changes: Women in Law" (Joan Norman Scott); "Women in Computer Work: Controlled Progress in a Technical Occupation" (Rosemary Wright); "Women Dentists: The Social Construction of a Profession" (Dennis O. Kaldenberg, Anisa M. Zvonkovic, Boris W. Becker); "Race and Ethnic Minorities and White Women in Management: Changes and Challenges" (Nancy DiTomaso, Steven A. Smith); "Social Work: The Status of Women in a 'Female Profession'" (Leslie Leighninger); "Serving Our Country: African American Women and Men in the U.S. Military" (Earl Smith); "Native Americans in Higher Education" (Allan Liska); and "Medical School Faculty Then and Now" (Joyce Tang). An introduction and conclusion are provided by the editors, Earl Smith and Joyce Tang. (KC)

The Clare Committee recommends that admission to practice in the federal district courts in the Second Circuit be limited to those who have studied five subjects, including trial advocacy, in law school or after graduation in approved continuing legal education programs. The practical effect of adoption of these recommendations would be to require the law schools to offer and the students to take the required subjects. The committee's recommendations reflect the opinion that there is a need for improvement in the level of performance of trial advocates. The Association of American Law Schools' report on the recommendations reviews the proposal and its factual premises, and summarizes and examines the alternative requirements for admission to practice in a federal district court. (JMF)

This study examined the factors influencing the academic success of 50 Mexican-Americans from low-income families who received Ph.D., J.D., or M.D. degrees from prestigious universities. All of the subjects received their college and graduate education during the 1960s and 1970s, and were interviewed using a 141-question interview protocol. The study considered the effects of parent-child interactions, psychosocial factors, family structure, sibling achievement, parental support and encouragement, parenting style, parent involvement in school, school influences, curriculum tracking, desegregated schools, mentors, peer relationships, and personal characteristics on academic success and educational attainment. The study found that, in spite of serious economic disadvantage, most of the subjects' parents were doing precisely the right things in regard to instilling in their children achievement motivation, a strong work ethic, and the belief in education as the key to advancement. Implications for school reform are discussed. An appendix provides a copy of the interview questions. (Contains approximately 180 references.) (MDM)

This book provides materials for those learning about the dynamics, techniques, and potential of interprofessional collaboration in health care and human services professions. Eight case studies thread their way through most chapters to unify and illustrate the text. Part 1 addresses the theoretical framework that forms the basis for interprofessional collaboration. It reviews basic assumptions, context for collaborative practice, research and literature, and the ways professionals enter their vocations. Part 2 presents both an overview and an in-depth discussion of group process. The history, basic assumptions, and essential elements of interprofessional teamwork are explored and integrated. Part 3 discusses methodologies for interprofessional practice. It considers models for collaboration, processes of interprofessional teamwork, and educational goals and methodologies and then describes and discusses interprofessional policy analysis. Part 4 provides case studies and selected codes of professional ethics. Related interprofessional activities for students, teachers, and professionals are suggested. They are designed to assist prospective teachers, clergy, social workers, physicians, lawyers, and other health and human service professionals in becoming more effective interprofessional practitioners. Part 5 presents a model program for interprofessional education and practice. A detailed review of the process of writing this book serves as a case study in interprofessional collaboration. (YLB)

Young people's legal rights have expanded dramatically in the past 25 years, but many times these rights are abridged. This publication informs teens, teachers, high school counselors, and parents of the lawful rights of minors in the 1990s. In a question-and-answer format, the book covers the expanding rights of young people at home, at school, on the job, and behind the wheel. Also discussed are teen's constitutional rights in juvenile court. Legal rights relating to teen sex, including birth control, abortion, marriage, and homosexuality are also addressed. Among other issues covered are minors' rights in parents' divorce proceedings, minors' property rights, entering into contracts, and advice on using the law. A number of safety concerns such as protection from physical and sexual abuse are discussed along with information on the laws governing alcohol and drug use. A reading list appears at the end of each chapter. The work contains a section on how to find the law, a 10-page glossary of legal terms, a list of child protective agencies and national organizations assisting young people in legal matters, and pertinent tables and charts of minors' rights in the individual states. (RJM)

This book explains the episodic changes in the meaning of "profession" and its cognates in the United States from 1600 to the present. An introduction states the book's central theses, that the meaning of the word "profession" has changed episodically in American history, that these changes in meaning were directly informed by the nature of the preeminent vocation to which the term conventionally referred at the time, and that the conventional meaning of the term reflexively informed the nature of that preeminent vocation. Following the introduction, three more sections describe the history of the meaning of profession under the following titles: "1600-1760s: Theology and the Profession of Service"; "1720s-1870s: Law and the Professional Polity"; "1860s-1910s: Science and Education: 'Professor' becomes 'Professional'". The conclusion argues that out of the history of the meaning of professional the true professional ideal emerges by the beginning of the 20th century. In that context a profession is a dignified occupation espousing an ethic of service, organized into an association, and practicing functional science. Included are three appendixes, an index of cases cited, an index of authors and sources, and an index of subjects. Each section offers extensive references. (JB)

This book, written for individuals contemplating a career in law, presents insights about the legal profession from 28 of the nation's top lawyers, judges, and legal scholars. Updated to address the critical issues facing the legal profession in the aftermath of the 1980's, the revised edition reflects the changing marketplace for lawyers and uncovers the new realities that every law student should be prepared for. These realities include the following: (1) the growing bottom-line orientation of law firms, leading to layoffs, mergers, and reorganizations; (2) recession-prompted changes in hiring practices, creating the new "temp" lawyer; (3) diminished opportunities on the traditional partnership track; and (4) the emerging concerns about quality of life related to heavier workloads, "rainmaker" expectations, and increased competition. The book discusses law school survival, the bar exam, clerkships, and the actual work a lawyer does, as well as career dissatisfaction, pro bono work, and personality and long-term satisfaction. An added section contains information on the sole practitioner, teaching law, women and minorities in the profession, and professional responsibilities. (GLR)

This biography for younger readers examines the life of Thurgood Marshall, an important legal activist in the history of the civil rights movement and the first African American to be appointed a U.S. Supreme Court justice. The book presents an overview of the civil rights movement in the United States while documenting the key role Marshall played in securing African American rights through judicial means. Highlights in the life of Thurgood Marshall include the following: (1) graduation from Howard University Law School at the head of his class; (2) work as counsel for the National Association for the Advancement of Colored People (NAACP); (3) service as director and chief counsel of the NAACP Legal Defense Fund; (4) successful argument before the Supreme Court in 1954 of "Brown v. Board of Education," the landmark ruling that mandated school desegregation; (5) appointment as judge on the U.S. Court of Appeals in 1961; (6) appointment as Solicitor General in the Justice Department in 1965; and (7) appointment as associate justice of the United States Supreme Court in 1967. The book includes a civil rights movement time line, a timetable of events in Thurgood Marshall's life, suggested reading, and a list of 24 sources. (AF)

New forms of preparing workers in the human services have the potential of changing and improving those services. A central feature of the new forms of preparation is that they must both be preparatory for the services and be characteristic of them (for example, if the services are participatory in nature, the training should also be so). There is a common cycle in the history of training for doctors, lawyers, social workers, and teachers. Initially, the training of practitioners took place outside the university. Around 1900 there occurred a movement of professional education into the university, with resultant changes in the nature of preparation and practice. Since World War II both of these factors have been seriously questioned, under pressure for new, more responsive service systems. Along with efforts to change the forms of governance of the services, and efforts to bring some of those pressuring for change into the systems as servers, there were changes in the form and substance of training. (Author/MSE)

The complete record of the litigation in Alan Bakke v. The Regents of the University of California is contained in these six volumes. Included are all the pleadings, briefs, and arguments reproduced in full text except for minor editing of the oral arguments and data pertaining to the proof of service affidavits of truths. Volume One contains the case in the Yolo County, California, Superior Court and the beginnings of the case in the California State Supreme Court; Volume Two, completion of the Supreme Court of California case and the beginning of the U.S. Supreme Court case. Volumes III through VI continue the case within the U.S. Supreme Court, containing nearly 60 briefs presented by various groups with invested interest in the outcome. Such groups included: NAACP Legal Defense Group; Fair Employment Practice Commission; Bar Association of San Francisco; Black Law Union of Yale University; American Medical Student Association; Young Americans for Freedom; Order Sons of Italy in America; and American Federation of Teachers. The final volume also contains a subject index providing the names of all the attorneys involved, all organizations that participated as amicus curiae, all the substantive issues raised, and a single tabulation of all the tables of authority. The concurring opinion of the judges is given as well as separate opinions by individual judges and the dissenting opinions of the court justices. An epilogue is provided in the final volume that explains the Supreme Court decision, making clear that the ruling ordering Bakke to be admitted to the medical school at the University of California at Davis was a fragmented one that would have varying affects on such areas as higher education, predominantly black educational institutions, the labor market, and on the Public Works Employment Act of 1977. In conclusion, the concern about the attempts of the parties and interested "amici" to have the Supreme Court decide questions of social policy--a role which rightly belongs to the legislative branch of government--is examined, as are the effects of the court decision on all branches of government. (LC)

This booklet was prepared to assist planning and service agencies and personnel with evaluation and advocacy of programs and services for the developmentally disabled. Part 1 of the booklet deals with evaluation, part 2 with advocacy; discussed in both sections are such issues as the legislative mandate, the use of computerized systems, systems development, the role of the professional, and the role of state developmental disabilities councils. (Bibliographies relating to both evaluation and advocacy are included.) (BD)

The major purpose of this book is to help make public school teachers more aware of their legal rights and responsibilities. Five areas of legal importance to teachers are discussed: employment security, student discipline and control, liability for student injury, academic freedom, and collective bargaining. The author uses a question/answer format to discuss important legal problems and issues involving teachers. (PKP)

The history of Harvard Law School, a modern critique, and a proposed new model for American legal education are covered in this book by a Harvard Law graduate. Harvard Law School is called the "high citadel" of American legal education. Its admissions procedures, faculty selection, curriculum, teaching methods, and placement practices have served as a model for the education of lawyers in the United States. Faculty and graduates of the school have also been politically influential. Drawing from hundreds of interviews with Harvard Law students and faculty, the growing doubts concerning the school's admissions and hiring policies, intense competition, teaching methods, and affinity with private law practice rather than public service are explored. The overriding concern is that the nation's law schools should encourage the democratic ideal of equal legal representation. A new model based on this ideal is proposed. In addition to interviews, data and opinions were developed from written sources, including the dean's reports, faculty reports, the school's newspaper and magazine, and secondary sources concerning legal education. The study was supported by Ralph Nader. Notes on sources are included. (SW)

Proposed in 1970 by Leon Jaworski, law-related education (LRE) became one of the most successful programs of the decade. According to this eleventh chapter in a book on school law, there are several reasons LRE is critically needed: law is a pervasive force in the life of every student; civics instruction characterized by platitudes and chauvinism, has not been effective; and LRE can reduce student alienation by helping students see how the legal system can work for them and how they can change it. The goals of most programs are to provide students with legal knowledge and understanding and analytic skills. Excellent curriculum materials for LRE have been developed by several law studies projects. The American Bar Association's Committee on Youth Education for Citizenship serves as a national clearinghouse for such materials. A 1981 national evaluation study has concluded that LRE results in significant reduction in juvenile delinquency. To round out an LRE program by the inclusion of human interaction between attorneys, educators, and students, the Phi Alpha Delta law fraternity has developed the Lawyer-Educator Partnership Program. This program provides a variety of opportunities for teachers and students to meet and talk with lawyers, judges, and those responsible for law enforcement. (Author/JM)

Despite the myths and the movies, law teaching does little more than the most obvious things for its students. It is a sometimes clever, often boring, initiation rite for the legal profession, and it serves up reams of information about the law. However, the materials of law are the materials of human beings, and these experiences have to be measured in terms that go beyond winning or losing law suits. It is this essential human component that is neglected in legal education. If law is not humane, it is not just. This theme is illustrated in a study of legal education and law students the students' personal and social background; their attitudes, skills, and problem-solving abilities; the relationship between certain personal influences and professional behavior; the classroom experience; and the law school climate. An extensive bibliography is included. (Author/MSE)

The dreams and contributions of 15 outstanding New York City women are presented through interviews. The women are involved in various fields, such as the professions, the arts, business, sports, and politics. They also represent the diversity of cultures and nationalities of the city. The profiles provide examples of how women in the 1980s are living their lives, managing career and family responsibilities, and viewing themselves in relation to the world. The women (with subtitles about them), as well as the interviewers, are as follows: Dorothy Brunson: "The Making of an Entrepreneur" (Jacqueline Paris-Chitanvis); Ruth Clark: "Turning Every 'No' into a 'Yes'" (Marianne Ilaw); Laura Dean: "The Drive To Be Different" (Helen Benedict); Linda Down: "Charting a New Course" (M. Ilaw); Geraldine Ferraro: "Making National Political History" (H. Benedict); Charlayne Hunter-Gault: "Newsmaker, Newsbreaker" (M. Ilaw); Amalya Kearse: "A Judge with High Honors" (Roslyn Lacks); Paule Marshall: "Filling Silences with Strong Voices" (H. Benedict); Helen Rodriguez-Trias: "Mixing Pediatrics with Politics" (H. Benedict); Yolanda Sanchez: "A New York Activist with a World View" (J. Paris-Chitanvis); Muriel Siebert: "Playing the Numbers on Wall Street" (R. Lacks); Beverly Sills: "Undaunted and Undefeated" (H. Benedict); Ellen Stewart: "Founding Mother of La MaMa" (J. Paris-Chitanvis); "Garaldine Stutz: "She Minds the Store" (R. Lacks); and Chien-Shiung Wu: "A Life of Research" (J. Paris-Chitanvis). (SW)