Reflections on the Law and Curricular Values in American Schools

Autor/inn/en	Russo, Charles J.; Thro, William E.
Titel	Reflections on the Law and Curricular Values in American Schools
Quelle	In: Peabody Journal of Education, 87 (2012) 3, S.402-412 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2012.679599
Schlagwörter	Educational History; Public Schools; Attendance; Court Litigation; State Officials; Power Structure; Social Influences; Inspection; Curriculum; Role of Education; Private Education; Parent School Relationship; Sex Education; Values; Parent Rights; Massachusetts; New Jersey; Oregon + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Public school; Öffentliche Schule; Anwesenheit; Rechtsstreit; Member of the government; Regierungsmitglied; Sozialer Einfluss; Prüfverfahren; Curricula; Lehrplan; Rahmenplan; Bildungsauftrag; Privatunterricht; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Wertbegriff; Elternrecht; Master-Studiengang
Abstract	The Supreme Court's 1925 ruling in "Pierce v. Society of the Sisters of the Holy Names of Jesus and Mary" ("Pierce"), striking down a law from Oregon that would have required all children, other than those needing special education, between the ages of 8 and 16 to attend public schools, essentially upheld the right of nonpublic schools to operate. At the same time, the Court recognized that state officials could "reasonably...regulate all schools, to inspect, supervise, and examine them, their teachers and pupils" (p. 534). However, in practice, other than health and safety code issues, educational officials typically impose fewer restrictions on nonpublic schools than on public schools, particularly on curricular content. In light of the significant curricular differences between public and nonpublic schools, this two-part article reflects on how educators in both systems can learn from one another as they seek to ensure the presence of diversity of educational perspectives in the marketplace of ideas. The first part of the article examines legal developments on selected curricular issues, and the second section offers recommendations on how educational leaders can work to maintain the vibrancy of American schools by affording parents the opportunity to send their children to study in schools best meeting their needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10