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Copyright of Journal of Modern Science is the property of Alcide De Gasperi University of Euroregional Economy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives Developmental trauma in children is a serious mental health problem that can have long-lasting and profound consequences on a child's development. Children experiencing developmental trauma face serious challenges in the Polish education system. The purpose of this article is to draw attention to recognizing the symptoms of disorders and functioning of children with symptoms of developmental trauma in the Polish educational system, as well as an indication of possible legislative solutions related to appropriate educational and therapeutic activities and securing the educational rights of these children. Material and methods The study used a meta-analysis of publications (research reports, articles) on children's developmental trauma. Results Based on the analysis, it can be concluded that developmental trauma in children is a serious problem that requires a comprehensive approach and support from both the family and the educational system. Although legal conditions guarantee access to education and specialist support, in practice there are often challenges related to diagnosis, availability of services and interinstitutional cooperation. Also, the intention of the legislator in the indicated provisions is not always correctly interpreted by specialists, thus causing the exclusion of a certain group of children from the educational system, which is contrary to the right to education guaranteed by the Constitution. Conclusions The child should have appropriate support and care in the education system, and an individual approach to education that takes into account his or her needs and difficulties related to developmental trauma. Emotional support and creating a safe environment are crucial to a child's educational success and subsequent life as an adult.

Remote Learning in Primary School and the Best Interests of the Child. On a Principal’s Considerations Before Deciding to Provide a Student with Remote Learning. Primary school education traditionally requires all pupils to attend and be physically present in school, unless they have a valid cause for absence. In Sweden, compulsory education is structured around an attendance requirement, with few exceptions for fulfilling these obligations outside the physical premises of the school. However, since 2020, new regulations have permitted distance learning under specific conditions. One key condition is that such education must be in the best interest of the child. This article investigates the legal regulation of distance education as a supportive measure in primary schools. By critically examining how the principle of the best interest of the child has been employed as a legal argument concerning physical presence in school, this article concludes that the legal norms have inherent contradictions and therefor demands that the principal applies the rules with a critical mindset.

Over time, education has become increasingly more legalistic and litigious. The danger of litigation is an imminent threat for agricultural educators due to the potential financial and professional ramifications. In many cases, agricultural educators may be at higher risk for a lawsuit than teachers of other subjects due to the increased liability and safety hazards of the agricultural education classroom. In most public-school districts, the superintendent manages all school-related legal action. These responsibilities regarding the legal undertakings of the school district are coupled with many superintendents having little-to-no teaching experience. In this study, superintendents (N = 1074) rated the importance of 32 educational law issues to agricultural educators. In the first research objective, we used independent samples t-tests to assess how teaching experience affected the perceptions of superintendents regarding the importance of educational law issues to agricultural education. The results found that superintendents with less teaching experience valued agricultural education specific law issues significantly less than superintendents with more teaching experience. Furthermore, in the second research objective, we used a Principal Component Analysis (PCA) to extract four components named: 1) General Educational Law Issues, 2) Special Education/Student Interaction Issues, 3) Student Safety/Teacher Contract Rights, and 4) Student Behavior/Curricular Modification Issues. Ultimately, the superintendents chose issues related to mandated reporting, special education accommodations, and safety as the most important educational law issues for agricultural educators. As a result, we recommend integrating educational law coursework into teacher preparation programs for preservice educators and providing practical professional development on educational law for in-service educators. [ABSTRACT FROM AUTHOR]

Copyright of Die Deutsche Schule is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This conceptual article explores the profound impact of technorationalism on educational law in Southern African universities. It also examines the influence of techno-rationalism on equity, social justice and academic freedom within higher education in the digital era. The article critically analyses the reshaping of educational law in Southern Africa by considering technological advancements, economic forces, affective factors and socio-cultural dynamics. It aims to investigate whether the implementation of technorationalist discourses hinders social justice aspirations in universities. Additionally, the article explores how pervasive neoliberalism and market-driven logic are at universities, questioning whether these practices overshadow the institution's core objectives and commitment to social justice. The article envisions possibilities for reconceptualising the university in the era of techno-rationalism through the critical pedagogy theory. This theory is relevant to this work because it promotes an emancipatory theoretical framework that challenges learning environments, especially higher education institutions, where people might be politically, socially and economically disempowered. It also calls for a holistic approach to knowledge, curriculum and pedagogy that recognises the university's embeddedness in a broader ecological and socio-cultural context. Through this exploration, the article contributes to the scholarly discourse on the decolonisation of universities and seeks to inspire new lines of enquiry addressing inequality and the pursuit of social justice in Southern African higher education institutions. [ABSTRACT FROM AUTHOR]

Copyright of Revista Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studia Iuridica Toruniensia is the property of Nicolaus Copernicus University in Torun, Faculty of Law & Administration and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Every humanitarian crisis is also an education crisis. Beyond learning, education offers a protective environment that is even more relevant to crisis-affected populations, particularly children. As a result of the intensified wave of refugees following the Russian invasion of Ukraine, nearly 200,000 Ukrainian students were sent to Polish schools. This is an unprecedented situation that authorities at various levels and schools have to deal with. The article is an attempt to answer the question to what extent such a large influx of foreigners is a challenge for the Polish education system, or more broadly for the education policy of Poland. What are the directions of the necessary changes in the existing legal rules and the functioning educational system, and who should implement these changes? A thesis was formulated that for a long time the problem of educating the children of foreigners (both immigrants and refugees) had not been of much interest to the central educational authorities, and the introduced solutions had not been implemented on a large scale. In a situation resulting from the war in Ukraine, the influx of refugees exposed the shortcomings of this system. The COVID-19 pandemic and the related operation of the school in a remote formula, changing the previously known grammar of the education system, also had an impact on the existing situation. [ABSTRACT FROM AUTHOR]

Copyright of Revista Brasileira de Políticas Públicas is the property of Revista Brasileira de Politicas Publicas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article discusses the formation of legislation on higher education in Russia. The sphere of education is the most important condition for the spiritual, professional formation and development of the individual, the social well-being of society, political and economic formation of the state. An analysis of the historical and legal experience of regulating public relations is a prerequisite for building modern legislation in the field of education. The relevance of the study of the Russian features of legislation on higher education of the XVII-XVIII centuries is that modern social relations in the field of education are not fully regulated. This is evidenced by a range of legal problems. Particular attention should be paid to the legislative regulation of certain powers of participants in public relations in the field of higher education, by-law legal regulation, as well as the implementation of certain legal norms of the Federal Law of 29.12.2012 № 273-FZ. The need to resolve these problems updates the relevance of theoretical problems. The answer to the above questions is an analysis of the historical foundations of Russian legislation on higher education. In the pre-revolutionary Russia, sufficient experience in managing higher education, as well as regulating relevant social relations was in place. The completeness of the study of the subject of public relations in the field of education in the historical context is closely related to the analysis of the activities of Russian universities. The article considers the reasons for the appearance of educational institutions in Russia. The first domestic educational institutions appeared at the end of the 18th century - at a historical moment when the expansion of Western European ideas for organizing university education reached the Russian state. Russia had an urgent need to train specialists in the field of public administration - officials, theologians - to strengthen the Orthodox faith, teachers - to educate and promote morality. The authorization of the first regulatory and legal sources in the field of higher education was associated with attempts to create the Slavic-Greek-Latin Academy in Moscow. The revival of the ideas of education in Russia objec'tively accelerated the process of creating domestic educational institutions. The further development of legislation on higher education is associated with the implementation of new ideas about the establishment of universities under Empress Elizabeth Petrovna and Catherine the Great . In the final part of the work, it is noted that in connection with the creation of the first educational institution in Russia, the first normative legal act regulating legal relations in the field of higher education is published - "Privilege for the Academy." During the XVII-XVIII centuries Russian legislation on higher education contained personal regulatory legal acts. They were strictly targeted and regulated the activities of the educational institution, its officials, teachers, students, as well as other participants in academic social relations.

The article considers government measures to establish professorial disciplinary court at higher education institutions of the capital (the court conducted its work from August 27, 1902 to February 22, 1917), the work of the commission on the development of regulations for this body, and the main normative legal acts to implement it. The article examines the issues of the activity of the professorial disciplinary court and the relationship between the participants of this disciplinary system: students, professors, and the authorities. The students who appeared before the professorial disciplinary court were accused of violation of the norms of administrative law of their educational institution, and in accordance with the university charter and the rules of the university, they had to abide by the decision of the court. Professors were in the same position of dependence: membership in the Council of the educational institution obliged them to assume the role of judges. The article explains why the professorial courts did not have the opportunity to become an autonomous body, why the professors themselves did not want to take on the responsibility of judges, and whether all students were hostile to their work. Analyzing the cases of violations which were considered at that time and concerned the rules and order at a university, the author comes to the conclusion that it was not possible to ensure order and create conditions for the restoration of the proper course of academic life by introducing the system of university disciplinary proceedings. The compromise between the authorities and the students, which should have been facilitated by the existence of the professorial court, was not reached. Resistance from students and professors forced the Ministry of Public Education to reconsider the need for the existence of professorial courts and exclude them from the draft of the new university charter.

Secondary education through homeschooling is becoming more common among parents. It is becoming trendy in the context of distance learning when families act as active participants in the educational process at home. One of the most popular reasons for choosing to homeschool is to overcome regional educational inequality — to compensate for it and provide quality education to continue studying at a good university. However, parents of homeschooled children face different barriers. The authors conducted 25 semi-structured interviews with parents of children in grades 1—8 and highlighted the barriers to implementing homeschooling. The article analyzes the identified barriers to the presence or absence of a legal component and gives recommendations on changing the legislation and the organizational model of homeschooling. Acknowledgments. The article was prepared based on the results of an expert-analytical study “Improving the legislative regulation of the family form of general education. Possibilities of combining various forms of education in the development of educational programs of general education” commissioned by the State Duma of the Federal Assembly of the Russian Federation in 2019.

An interest in the problem of the formation of educational relations and their separation as a special type of relations that are beyond the scope of administrative legal regulation arose in domestic jurisprudence in the 1970’s. The works of Soviet scholars created the basis for the discussion of the problem of understanding educational relations as a separate subject of legal regulation of a new emerging legal category – educational law. The different positions of domestic scholars towards “educational law” led to a different interpretation of the concept of “educational legal relations,” and it did not take shape right away. Despite the lack of a clear understanding of the subject of legal regulation of educational law, scientists agreed on one thing – the core of relations arising in the field of education is the pedagogical legal relationship that arises between the teacher and the student. The paper reveals the features of these legal relations, presents their typology.

This article collects the educational path derived from the significant changes that have taken place throughout the recent history of education in Spain and, specifically, in relation to people with disabilities. As a starting point, an analysis is carried out of the transformations that have occurred in the discourse on the education of people with lower functional performance, until a historical approach is reached by virtue of which the different stages and binding educational regulations are revealed (with national and international character), highlighting‒exclusively–those that have a direct impact on the quality of life of people in a situation of disabilities. As can be imagined, the history of education in Spain has evolved as policies have changed their purposes around the diversity of students and their universality in the classroom. In this sense, the need to make visible this new paradigm of human rights derived from the International Convention on the Rights of Persons in a situation of Disabilities (UN, 2006) and, in contrast, the continuity of a national corpus juris that reveals the ineffectiveness of the State and other institutions to extinguish situations of discrimination on the grounds of low functional performance.

Copyright of Journal of Higher Education / Yüksekögretim Dergisi is the property of Deomed Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The issue of lifelong learning occupies a prominent position in the education system. Adults, for various reasons, undertake education, which is part of the lifelong learning trend. Foreigners are a special group. They undertake lifelong learning in the Republic of Poland for many reasons. These are professional, family, racial or social reasons. Global migration makes it necessary to undertake education in other countries. The provisions of Polish law met this demand. In legal acts of different rank, the problem is resolved. This article is aimed at analyzing legal provisions relating to lifelong learning of persons who are not Polish citizens.

Litigation in education has drastically risen over past decades, representing the need for teachers to have a foundational knowledge of the educational laws which govern them. The myriad of educational law sources and the perpetually changing nature of school law serve as barriers for teachers' competence in educational law. The purpose of this study was to identify the specific in-service educational law training needs of Texas school-based agricultural education (SBAE) teachers. Furthermore, this study sought to determine the effect of background characteristics on teacher's perceived competence on educational law issues. An educational law needs assessment was distributed to a probabilistic sample of Texas SBAE teachers (n = 325). Two-hundred and thirteen teachers completed the needs assessment, yielding a response rate of 65.5%. The Texas SBAE teachers identified (1) qualified immunity, (2) search and seizure of students, (3) transportation of students in school and (4) personal vehicles, and (5) teacher-initiated removal of students as their highest-ranked educational law in-service needs. The results of a factorial ANOVA indicated the educational law competence of teachers was significantly different based on the amount of previous educational law training the teacher had received. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of OPUS - International Journal of Society Researches is the property of OPUS - International Journal of Society Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educational Forum / Forum Oswiatowe is the property of University of Lower Silesia / Dolnoslaska Szkola Wyzsza and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeszyty Naukowe Uczelni Vistula/ Vistula University Working Papers is the property of Vistula University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents definitions of basic concepts related to legal responsibility. The type of teacher's material liability, responsibility for maintaining order and discipline have been described in detail, and the scope of civil and criminal liability has been mentioned. Basic principles and conditions of liability as well as legal sanctions for committed violations have been indicated. The analysis was carried out on the basis of currently binding legal regulations. [ABSTRACT FROM AUTHOR]

The article is aimed at exploring the meaning of the term "school" in selected regulations of educational law. It explains the specificity of legal texts and the rules governing the establishing of the principles of functioning in the public sphere in their content. Next, it presents the motives for the modification of commonly understood ideas in the text of the legal act. The described phenomenon has been illustrated with the school image reconstructed on the basis of the content of Chapter 1 of the Act on the education system. In the given passage, the ways of defining the term "school" and their relation to the tasks imposed on the school by the text of the Act have been analyzed. Thus the article reproduces the linguistic image of school, which lies at the basis of the established regulations and therefore should be taken into account when adopting the educational law. [ABSTRACT FROM AUTHOR]

Home education provides valuable educational and developmental opportunities for children. An examination of Australia’s research indicates many best educational practices, including more informed mediation, contextualised learning, and opportunities to exercise autonomy. Key features include learning embedded in communities and program modification in response to students’ needs. Current state and territory legal requirements are examined within the context of this research and Australia’s obligations to international human rights treaties. All jurisdictions accept home education as one way to meet compulsory education requirements. The extent to which respective laws then reflect understanding of home education research and practice varies. Most jurisdictions allow for a variety of educational approaches. Some oversight regulation could however be modified to reflect a better understanding of home education. Consultation with home educators and reference to research would assist the development of more uniform legislation and policy across Australia, and enable better regulatory practice.

On December 10, 2015, President Obama signed the Every Student Succeeds Act (ESSA) (P.L. 114-95), legislation which reauthorizes the Elementary and Secondary Education Act of 1965, and replaces the widely criticized No Child Left Behind Act. After various versions were offered, rejected, or revised, the ESSA ultimately passed both chambers of Congress with strong bipartisan support. The general consensus, from special educators, is the new federal law, which grants significantly more power to states while continuing to require reporting from schools about the capabilities of their students, is a step in the right direction for all students, including those with disabilities. Music educators have celebrated the law for its specification of music as part of a “well-rounded education.” The purpose of this article is to provide background on ESSA and to discuss implications of this law for students with disabilities and music educators. [ABSTRACT FROM AUTHOR]