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Wilkes University


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ED 519

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Graduate Education Mission

The mission of the Graduate Education Department at Wilkes University is to provide the educational community
with opportunities to become leaders in classroom instruction and in the administration of schools. As such, the
Graduate Education Department see
ks to promote the highest levels of intellectual growth and career development
through a collaborative environment that supports teaching in a diverse learning environment, while valuing
commitment to the educational communities it serves.



Instructor Contact Information

Instructor Name

Derek Peiffer

Office Hours (if
applicable)

Not Applicable

Phone Number

W: (215) 529
-
2213

Cell: (267) 718
-
2023

E
-
mail

dpeiffer@qcsd.org

derek.peiffer@wilkes.edu


Best Times to Be Contacted

During
the school day from

7:30 am until 3:00 pm.

Any time by cell phone


Course Description per Graduate Bulletin:


This course will focus on an examination of school law at the federal, state and local levels through
review, discussion and analysis of court de
cisions that affect educational institutions
.
The study of school
law and American education will be centered on contemporary issues with consideration given to
historical perspectives and future trends. Topics will include the
legal and ethical issues in
instructional
delivery systems and the
functions of education.
Students who have previously taken either ED 514 or ED
518 may not register for ED 519.


Graduation Reminder:

If this is the final semester of your program and you will be completing all requirements for the master’s
degree, you must register for the graduation audit (GRD
-
OOOB). For more information go to:
http://www.wilkes.edu/pages/589.asp
, scroll to the
Graduate Education

section at the bottom of the page, and
click on the current semester link. You’ll find the graduation audit information at

the top of the current
semester schedule. Be sure to check with your advisor before registering for the graduation audit to ensure that
you will meet all of the program requirements.


Required Textbook(s) & Readings
:


Schimmel, D., Stellman, L.R., &

Fischer, L. (2011).
Teachers and the law

(8
th

ed.). Upper Saddle River,



NJ: Pearson Education, Inc.




Course

Number

ED 519

Course Title

Issues, Laws, and Trends in Education

Section and
Semester

Summer

2011

Location

Milford Middle School

Meeting Times

Monday & Wednesdays

4:30
-
8
:30

S
S
S
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Master of Science in Education

Course Syllabus

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Recommended Reading List or Resources
:



American Psychological Association. (2009).
Publication manual of the
American P
sychological



A
ssociation

(6
th

ed.)
.

Washington, DC:
Author
.


Cambron
-
McCabe, N.H., McCarthy, M.M., & Thomas, S.B. (2009).
Public school law:


Teachers’ and students’ rights

(6
th

ed.). Boston, MA: Allyn & Bacon.

http://psba.org


(Pennsylvania School Board Association)


http://sites.state.pa.us/PA_Constitution.html

(Pennsylvania Constitution)


http://www.gpoaccess.gov/u
scode/

(United States Code)

http://www.pacode.com/index.html

(Pennsylvania School Code)

http://www.ed.gov/index.jhtml


(U.S. Department of Education)

http://www.pde.state.pa.us

(Pennsylvania Department of Education)

http://www.departments.bucknell.edu/edu/ed370/federal.html

(Federal Govern
ment Resource)

http://www.departments.bucknell.edu/edu/ed370/staterole.html

(State Government Resource)

http://www.law.cornell.edu/

(Ge
neral legal information)

http://www.ed.gov/policy/landing.jhtml


(Official website for NCLB)

http://www.ed.gov/policy/gen/reg/ferpa/in
dex.html

(FERPA Information)

http://www.firstamendmentcenter.org/Speech/studentexpression/Index.aspx


(First Amendment Resource)

http://www.law.cornell.edu/supct/html/historics/USSC_CR_0419_0565_ZS.html


(
Goss v. Lopez

information)

http://caselaw.lp.findl
aw.com/data/constitution/amendment04/

(Fourth Amendment Resource)

http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=US&vol=469&invol=325


(
New Jersey v. T.L.O.

Resource)

http://www.bucknell.edu/x4644.xml


(Search and Seizure Resource)

http://www.ed.gov/policy/speced/leg/idea/history.html


(ID
EA Resource)

http://www.inclusiveschools.org/resources


(Inclusion Resource)

http://www.scn.org/~bk269/94
-
142.html


AND
http://www.ed.gov/policy/speced/leg/idea/history.html


(P.L. 94
-
142 Resources)

http://www.wrightslaw.com/info/sec504.index.htm


(ADA and 504
Resource)

http://www.portal.state.pa.us/portal/server.pt/community/gaskin_v__pennsylvania_department_of_educat
i
on/7474/gaskin_case/508882


(Gaskins Case)

http://www.pattan.k12.pa.us/teachlead/ResponsetoIntervention(RtI).aspx


(RTI Resource)

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ED 519

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http://www.nichcy.org/SchoolsAndAdministrators/Pages/HQT.aspx


(Hig
hly Qualified Teachers
Resource
)

http://www.eeoc.gov/


AND
http://www.eeoc.gov/facts/qanda.html


(Federal Equal Opportunity Laws
Resources)

http://www.pacode.com/secure/data/022/chapte
r49/chap49toc.html


AND
http://www.messiah.edu/teacher/certification/app_procedure.html

AND
http://www.portal.state.pa.us/portal/server.pt/community/certifications/7199


(PA Teaching Certification
Resources)

http://
www.teaching.state.pa.us/portal/server.pt/community/act_48_
-
_continuing_professional_education/8622


(Act 48 Resource)

http://www.departments.bucknell.edu/edu/ed370/teac
her_due_process.html


AND

http://www.law.umkc.edu/faculty/projects/ftrials/conlaw/Loudermill.html

(Due Process Rights for
Teachers)

http://www.pacode.com/secure/data/022/chapter4/chap4toc.html

AND
http://www.pacode.com/secure/data/022/chapt
er4/s4.4.html

(PA Curriculum Requirements)

http://en.wikipedia.org/wiki/Kitzmiller_v._Dover_Area_School_District

(Teaching Evolution Resource)

http://www.smith
-
lawfirm.com/mandatory_reporting.htm

AND
http://www.kingspry.com/documents/Bullet7
-
MandatoryReportingofCh
ildAbuse.pdf


(Teacher
Responsibilities

Resource
)

http://www.edreform.com/index.cfm?fuseAction=cLaw&stateID=22


(Charter School Resource)

http://www.commonwealthfoundation.org/doclib/20090904_CyberSchoolPrimer.pdf


(Cyber Charter
School Resource)

http://www.nea.org/home/16378.htm


(Voucher
s Resource)

http://www.portal.state.pa.us/portal/server.pt/community/adequate_yearly_progress_%28ay
p%29/8766/sc
hool_choice_faq_
-
_school_district/510232


AND
http://www.heritage.org/Research/Education/SchoolChoice/PennsylvaniaRD.cfm


(School Choice
Resources)


Student Learning Objectives & Evidence of Student Learning


The students will attain the
listed

learning objectives

by
complet
ing

the

key instructional

assignments,
activities
, or
assessments

as evidence of learning in this course.


Institutional Student L
earning Outcomes (ISLO)

Students will develop and demonstrate through coursework, learning experiences, co
-
curricular and
extracurricular activities:

1.

the knowledge, skills, and scholarship that are appropriate to their general and major field areas
of
study.

2.

effective written and oral communication skills and information literacy using an

array of media
and modalities.

3.

practical, critical, analytical, and

quantitative reasoning skills.

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ED 519

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4.

actions reflecting ethical reasoning, civic responsibility, environm
ental stewardship, and respect
for diversity.

5.

interpersonal skills and knowledge of self as a learner that contribute to effective team work,
mentoring, and life
-
long learning.


School of Education Learning Outcomes (SELO)

Education students will develop
and demonstrate the following learning outcomes as appropriate to their
selected level and field:

1.

the knowledge, skills, and scholarship appropriate in their chosen field of study;

2.

effective written and oral communication skills;

3.

information literacy that
fosters intelligent and active participation in the educational community;

4.

technical competence and pedagogical skill to infuse technology in support of the teaching a
nd
learning process;

5.

practical, critical, and analytical thinking strategies;

6.

the abilit
y to make informed decisions based on accurate and relevant data;

7.

actions reflecting integrity, self
-
respect, moral courage, personal responsibility, and the ability to
understand individual differences in order to meet the needs of the students and com
munities
served

8.

collaborative skills that promote teamwork.


Graduate Education Student Program Outcomes (GEPO)

1.

The student will develop the knowledge, skills, and scholarship that are appropriate to the
educational program.

2.

The student will demonstrate ef
fective written and oral language skills appropriate to knowledge
acquisition and professional resp
onsibilities of the discipline.

3.

The student will demonstrate data driven decision
-
making skills.

4.

The student will demonstrate an understanding of diversity
by applying differentiation t
o the
educational process.

5.

The student will understand the critical role of collaboration in creating an effective educational
process.



Student Learning Objectives

(Instructors may add to these but must ensure that all
objectives listed below are addressed in the course at a
minimum.)


The students will:


Evidence of Learning

~ Key Instructional Assignments,
Activities, or Assessments ~




ISLO

SELO

GEPO


Understand the role of administrative law and,
statutory law,
constitutional law, and case law at the
federal and state level as it relates to the operation of
(the public) schools.

Case
and
Law Review

(WC)

ISLO 1,2,3

SELO 1,2

GEPO 1,2

Demonstrate the knowledge of the legal issues
affecting the basic rights and
responsibilities of
administrators, teachers, students, and parents
including those with special education needs.

Case
and
Law Review

(WC)

ISLO 1,2,3

SELO 1,2

GEPO 1,2

Be aware of and understand the purpose of public
schooling and the variety of issues
facing public
education today including English language learners,
and place them in an educational perspective.

Journal Articles

ISLO
1,2,3,4,5

SELO
1,2,3,5,6,7,8

GEPO
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1,2,3,5

Understand

the complex and powerful social forces
that impact educational issu
es.

Class Discussion

ISLO
1,2,3,4,5

SELO
1,2,3,5,6,7,8

GEPO
1,2,3,5

Be able to recognize and understand the complexity of
school and school as a bureaucracy.

State and Federal Statutes

ISLO 1,2,3

SELO 1,2

GEPO 1,2

Utilize the background knowledge gained
in order to
project future trends in education.

Research Project

ISLO 1,2,3

SELO 1,2

GEPO 1,2


Course Requirements & Assessments


Required assignment: Case

and

Law Review
:


All sections of ED 519 will include a Case & Law Review

assignment
.
Instructors will assign
and/or
determine
appropriate topics to be utilized for the Case and Law Review.


Case & Law Reviews include the following elements:

Title Page

-

Formatted in APA style (not considered as one of the five sections of the paper)

Abstra
ct

-

I
dentifies and explains the key issues and the outcome of the case in not more than 120 words.

Legal Research

-

Identifies applicable Federal and State laws, Constitutional Amendments and Court
Rulings.

Analysis & Interpretation of the Law

-

Identifie
s the appropriate legal questions and provides answers
to these questions based on the case and legal research.

Application of the Law to Instructional Practice
-

Explains how the legal doctrine applies to own
instructional practice by making connections
and providing examples of how the case applies to the
instructional setting. What does this legal issue mean to you as an educator? What generalizations can you
make about related situations you might find yourself in?


What are the practical realities whe
n legal
doctrine is applied in a school? Be sure to include information from your School Board Policies, Student
Handbook and Code of Conduct

References

-

List of all citations of sources used in the document in APA format.

See the
Case & Law
Review Rubri
c

on the next page.







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Wilkes University

ED 519 Issues, Laws and Trends Case & Law Review Written Expression Assignment

Objective/

Criteria

Performance Indicators




Advanced

Proficient

Basic

Below Basic

Not
Submitt
ed

Points
Earned

Content ____/
44



Abstract

Identifies and
explains all ke
y
issues in the case

Does not exceed 120
words

Identif
ies some key
issues in the case


Does not exceed
120 words

Few legal issues
are identified


Does not exceed
120 words

No legal issues
identified
.

Does not
exceed
120 words


(
4

Points)


Legal Research

Evidence of legal
research includes
statutes and
pertinent

case law
with complete
summary


Evidence of legal
research includes
statues and c
ase
law, but summary is
limited


Legal research
includes either
statutes or case
law, but not
both

No evidence of
legal research

(
8

Points)


Analysis and
Interpretation of
the Law

Formulates and
answers all
appropriate legal
questions pertinent
to the case


Formulates and
answers some legal
q
uestions pertinent
to the
case

Identifies and
answers fe
w
questions
related to the
case


Inadequate or
inaccurate legal
qu
estions
identified and
answered


(
16

Points)


Application

of
the Law to
Instructional
Practice.

Legal doctrine and
issues related to the
case are applied to
educational settings
and
the student’s
own instructional
practice.

airect connections,
including examples,
are made from the
l
aw to instructional
practice.

Issues for further
research are
ident
ified
.


iegal doctrine and
issues related to the
case are
applied to
the studen
t’s own
instructional
practice

Some connections
are made
.


Instructional
application is
men
tioned but
not fully
developed

No application to
instructional
practice or
inaccurate in
application

(


Points)









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Objective/

Criteria

Performance Indicators




Advanced

Proficient

Basic

Below Basic

Not
Submitt
ed

Points
Earned

Writing _____
/16


Focus

Sharp, distinct
controlling point
made about a single
topic with evident
awareness of task

Apparent point
made about a single
topic with sufficient
awareness of task

No apparent point
but evidence of a
specific topic

Minimal
evidence of a
topic

Incoherent

(
4

Points)


Organization

Includes
all five
sections of
assignment


Sophisticated
arrangement of
content with evident
and/or subtle
transitions

APA style is utilized
correctly throughout

with 0 imperfections


Includes f
our
sections of the
assignment

Functional
arrangement of
content that
sustains a logical
order with some
evidence of
transitions.

APA style is utilized
with
1 to 4
imperfections


Includes th
ree
sections of the
assignment

Confused or
inconsistent
arrangement of
content with or

without attempts
at transition.

APA is utilized
with
5 to 8
imperfections

Does not
address the
m
ajor elements
of the
assignment


Minimal control
of content
arrangement.

APA not utilized

or utilized with
9 or more
imperfections


(
4

Points)


Style

Precise, illustrative
use of a variety of
words and sentence
structures to create
consistent writer’s
voice a
nd tone
appropriate to
audience


Generic use of
variety of words
and sentence
structures that may
or may not create
writer’s voice and
tone appropr
iate to
audi
ence


Limited word
choice and control
of sentence
structur
es that
inhibit voice and
tone

Minimal variety
in word choice
and minimal
control of
sentence
structures

(
4

Points)


Conventions

Evident control of
grammar,
mechanics, spellin
g,
usage
and sentence
formation


Sufficient control of
grammar,
mechanics, spelling
,
usage and sentence
formation

Limited control of
grammar,
mechanics,
spelling
, usage
and sentence
formation

Minimal control
of grammar,
mechanics,
spelling
, usage
and sentence
forma
tion

(
4

Points)
















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Ed519: Court Brief Rubric


Focus: The single controlling point made with an awareness of task (mode) about a specific topic.


Criteria

Focus

4

LEVEL 4
EXCEEDS
STANDARD

Makes clear judgment about the facts to include in
the court case

Relates all text to the case

3

LEVEL 3 MEETS
STANDARD

Provides good facts, but not always the most important.

Relates most text to the case

2

LEVEL 2 BELOW
STANDARD

Many facts did not relate to the case.

Relates some text to the case

1

LEVEL 1 LITTLE
EVIDENCE OF
STANDARD

Misinterpreted the case

Shows minimal evidence related to the case


Content: The presence of ideas developed through facts, examples, details, opinions, reasons, and/or explanations.


Criteria

Content

8

LEVEL 4
EXCEEDS
STANDARD

Develops ideas through use of directly related facts, examples, details, opinions, reasons, and/or explanations

Selects details related to the importance of the case

6

LEVEL 3 MEETS
STANDARD

Develops most ideas through use of directly
related facts, examples, details, opinions, reasons, and/or
explanations

Selects some details related to the case.

4

LEVEL 2 BELOW
STANDARD

Develops limited ideas through use of directly related facts, examples,
details, opinions
, reasons, and/or
explanations

Presents unrelated details

2

LEVEL 1 LITTLE
EVIDENCE OF
STANDARD

Presents very little information important to the case

Organization: The order developed and sustained within the paper follows the proper structure of a court brief.


Criteria

Organization

4

LEVEL 4
EXCEEDS
STANDARD

Follows the structure of a court brief.

Length is no more than one page.

3

LEVEL 3 MEETS
STANDARD

Mostly

follows the structure of a court brief with no more than one error

Length is more than one page

2

LEVEL 2 BELOW
STANDARD

Structure is disjointed

Length is more than one page

1

LEVEL 1 LITTLE
EVIDENCE OF
STANDARD

Did not follow structure at all

Length is more than one page

Presentation: Presenting the case clearly to the class


Criteria

Presentation

4

LEVEL 4
EXCEEDS
STANDARD

Clearly presents the case with all proper information

Answers questions correctly from the class

3

LEVEL 3 MEETS
STANDARD

Presents information, but not clearly stated

Answers most questions correctly from the class

2

LEVEL 2
BELOW
STANDARD

Not a clear presentation

Unable to answer questions

1

LEVEL 1 LITTLE
EVIDENCE OF
STANDARD

Unprepared to present






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Instructor determined assignments/assessments:

A. Class Preparation and Participation


Attendance is expected at all class sessions, as is punctuality. Points in this area are earned
through participation in class activities and class discussions, through the preparation of daily
reading and/or writing assignments.

Points:

4
0


Court Briefs
:
Students will be required to case briefs based on topics discussed in class.
Students will present their briefs and lead class discussions regarding case briefs from a list
provided by the instructor.

Points: 20 each


Research Paper:

Students will cho
ose a topic from the list of topic covered in the course.
Students will research Supreme and lower court cases, Constitutional amendments, United States
and State code. Students will be required to analyze the law and show how it impacts the
teaching prof
ession.

Points: 60


Final Examination:

Final Examination will be discussed during class. All questions and
answers will come directly from Case Briefs and class discussion.

Points: 40



Graduate Education

Course Policies


Course Attendance:


Attendance at all
graduate
class sessions is expected, as is punctuality and adherence to deadlines
and
dates
set for assignments

and presentations
.
Anticipated absences should be approved in advance by the
instructor. Students are responsible for all cont
ent and assignments due when absent. Assignments must
be submitted on the date due regardless of absence.
It is an expectation at the
graduate

level that absences
from class should only be taken for emergencies or mandatory work requirements.

Note that one

absence
is equated to a three
-
hour class session; a full day class is equivalent to two class sessions.


Students at the
graduate

level should expect that an absence from a class session in which a major
assignment,
presentation, or assessment is schedule
d could result in a greater grade consequence than that
set within this policy and should confer with the instructor in advance of the absence, if possible. If the
absence is due to a sudden or unexpected event, the student should contact the instructor as

soon as
possible following the class meeting.

Additional requirements or consequences may be imposed by the
instructor.


Course Expectations & Late Work Policy:


All coursework will be completed and submitted when due in a manner consistent with the high
expectations of a
graduate

level student.
Late work may result in a point or grade reduction as
communicated by the instructor.

Work may be handed in prior to the due date for feedback, but the due
date is expected to be the final draft. Contact the instructor with any special circumstances prior to the
due date.



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Required Reference Format:

A
ll students are expected to follow
t
he most current
APA
guidelines

for giving credit to and citing
internet and non
-
internet sources and references. Please be aware that points will be deducted for
reference citations
that

do not follow APA format
or

do not give due credit to all relevant so
urces,
whether used as a reference or quoted directly. References will be cited within the body of the
assignment
,

as well
as on a separate reference page following APA format.


Recommended Reference Text:

American Psychological Association. (2009).
Publication manual of the American P
sychological



A
ssociation

(6
th

ed.)
.
Washington, DC: A
uthor
.


APA Online References:

http://apastyle.apa.org/



http://owl.english.purdue.edu/owl/resource/560/01/






Course Grading:



In
-
Class Assignments
/Class Participation

2
0
%

Case Briefs & Presentation

3
0
%

Written Report

3
0
%

Final Examination

20
%


















A grade of "X" indicates assigned work yet to be
completed in a given course. Except in thesis work, grades of "X"
will be given only in exceptional circumstances. Grades of "X" must be removed through satisfactory completion of
all course work no later than four weeks after the end of the final examinat
ion period of the semester in which the
"X" grade was recorded. Failure to complete required work within this time period will result in the conversion of
the grade to 0. An extension of the time allowed for the completion of work should be endorsed by the

instructor in
the form of a written statement and submitted to the Registrar.




Grading Scale

4.0

A

94
-
100%

Academic achievement of superior quality

3.5

B+

87
-
93%

Academic achievement of good quality

3.0

B

80
-
86%

Academic achievement of acceptable quality in
meeting graduation requirements

2.5

C+

75
-
79%

Academic achievement of
adequate quality but below
the average required for graduation

2.0

C

70
-
74%

Academic achievement below the average required for
graduation

0.0

F

Below 70%

Failure. No graduate course credit

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Course Technology Integration


All notes and coursework resources will be placed on the class wikispace page. After the
first class, you will be invited to join. Class disc
ussion items may be posted on the
discussion page.

Required Hardware:

To access e
-
learning courses, a multimedia
-
class computer with Internet
connectivity is required. To find about more specific requirements (for PCs and Macs) review Wilkes
University’s e
Learning Technical Support Pages.

Required Software
:

Please consult Wilkes University’s eLearning Technical Support Pages for
information about specific Internet browsers. If you are unsure what Internet browser version you are
running and which plug
-
ins o
r ancillary players are currently installed on your computer, visit the
Browser Tester. The following software applications are necessary for this course: Word, Excel,
PowerPoint, access to either Windows Media Player or QuickTime.

Help Desk:

For technical

assistance, contact the Wilkes University Help Desk at 1
-
866
-
264
-
1462. Help
Desk accepts calls 24 hours a day, 7 days a week.


Wilkes Graduate Education Program Policies


Academic Honesty:

Academic Honesty requires students to refrain from cheating and t
o provide clear citations for assertions
of fact, as well as for the language, ideas, and interpretations found within the works of others. Failure to
formally acknowledge the work of others, including Internet resources, written material, and any
assistan
ce with class assignments, constitutes plagiarism. Cheating and plagiarism are serious academic
offenses that cannot be tolerated in a community of scholars. Violations of academic honesty will be
addressed at the programmatic and university levels and may

result in a decision of course failure or
program dismissal.

For more specific information, please refer to page 74 in the Student Handbook at:
http://www.wilkes.edu/PDFFiles/handbook2010
-
11.pdf
. Students are expected to follow all other
academic honesty expectations as outlined by the instructor.


Identity Authentication:


The university and students share a joint respo
nsibility to ensure that each student’s contribution in an
online course activity comes from that student alone.

For the student this respo
nsibility has two parts:

1.
Students are responsible for positively ensuring that every contribution to an online co
urse created with
the students’ Wilkes University computer account is made by the student alone. Contributions covered
under this policy include: written assignments; quiz and exam submissions; discussion forum postings;
live participation in text
-
based ch
at sessions, phone conferences, and videoconferences.

If a student
allows another person to write or make any kind of submission to an online activity in the student’s name,
then this constitutes cheating and will be treated as a violati
on of academic hon
esty.

2.
Students are responsible for ensuring the integrity of their Wilkes University computer account security
by following the actions required of them by the university’s IT Security Policy (Appendix B: Security
Guidelines for Electronic and Technolog
y Resources) and the Acceptable Use Policy.

These actions
include keeping
pass codes

private, updating
pass codes

when required by the university network, and
reporting breaches of the security policy to the IT Helpdesk.



Program Evaluation:

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Wilkes
University Graduate Education Programs are fully accredited by both Middle States and the PA
Department of Education. As such, it is sometimes necessary to collect student work for examination by
program reviewers. By virtue of this statement, notificati
on is given to all students that their work may be
collected and used as artifacts to support program goals and as such may be reviewed by external
evaluators. The review process is for program evaluation only and in no way will materials be utilized for
any other purpose or gain. Students may decline to participate in this process by giving a written and
signed note to their respective instructor at the beginning of each course.


Academic Supports
:


Library Access:


Wilkes offers an online library service that you can access from home through the MyWilkes portal under
the library tab. The library is also available online at
http://www.wilkes.edu/library


You can search the

online catalog, browse periodical databases, view full
-
text articles, submit an interlibrary loan, ask a
reference question, and much more.


The online article search is available to anyone currently enrolled in or affiliated with Wilkes University.
Al
l article searches are free. They are available at
http://www.wilkes.edu/pages/662.asp


and click on the
database from which you would like to search.


Please note that if you are not on Wilkes campus, y
ou will be asked to log in to some of the databases.
Use your Wilkes e
-
mail username (without “@wilkes.edu”) and password to gain access.


If you do not know your username and password for your e
-
mail account, contact the Wilkes Help Desk
directly at 1
-
866
-
264
-
1462. The Help Desk is available 24/7.

Those databases followed by an
*

require a special password, whether you are on campus or off campus.
Please contact the library reference desk at 570.408.4250, for information.


Writing:

The Writing Center, located in the
Library,

is available to all Wilkes students and provides free assistance
in all aspects of writing and communication, including the required APA format. Contact the Writing
Center: Extension 2753 or on
-
line at
http://www.wilkes.edu/pages/765.asp



Act 48:

Wilkes University will automatically submit (90) Act 48 credits to PDE approximately 4
-
6 weeks after
you receive your grade sheet. You can check your Act 48 credits rec
orded at the PDE Act 48 site:
https://www.perms.ed.state.pa.us/



Special Needs:

Wilkes University provides disability support services (DSS) through the University College. If you have
special academic or
physical needs, as addressed by the American with Disabilities Act (ADA), and
request special accommodations or considerations, please contact the University College and your
instructors. Documentation of your disability will be requested by Wilkes in orde
r to be considered for
accommodations. Contact: Sandra Rendina 408
-
4153







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Class Schedule for the Semester

Date

Topic(s) & Readings

Assignments Due


5
-
16

Overview of the U.S. Legal System (Court
System, Federal, State, and Local
Responsibilities,
and the PA Code)

Chapter 1

Supplemental Resources

No Child Left Behind / Highly Qualified Teachers

Chapter 21

Supplemental Resources

In Class Activities


5
-
18

Students and the Law: Admission, Privacy, and
Confidentiality AND Freedom of Expression
,
Religious Expression

Chapter 18

Chapter 10

Chapter 11

Chapter 12

Chapter 20

Supplemental Resources


Court Briefs:

Tinker v. Des Moines SD

Morse v Frederick

Board of Ed. v Pico

Bethel SD v. Fraser

Hazelwood v. Kuhlmeier

Sherman v. Community SD

Pierce v.
Society of Sisters

Engel v. Vitale

Abington SD v. Schempp

Lee v. Weisman

Edwards v. Aguillard

Good News Club v. Milford Central
SD

Hartzell v. Connell

Berg v. Glen Cove City SD


5/23

Students and the Law: Search and Seizure

Chapter 13

Supplemental
Resources


Court Briefs:

New Jersey v. T.L.O.

Palmer v. Merluzzi

Goss v. Lopez

Gonzalez v McEuen

5/25

Special Education and Inclusionary Practices

Chapter 17

Supplemental Resources

Court Briefs:


PARC v. Pennsylvania

Mills v. Board of Ed of the District of


Columbia

Board of Ed of Hendrick Hudson SD

v.

Rowley

Timothy v. Rochester SD

Gaskin v PDE


6/1


Special Education and Inclusionary Practices

Chapter 17

Supplemental Resources

Court Briefs:


Clyde K v.
Puyallup SD

Zobrest v. Catalina Foothills SD

Irving Independent SD v. Tatro

Honig v. Doe

Brookhart v. Illinois State Board


of Education

Grube v. Bethlehem Area SD

Arlington Board of Ed v. Murphy

Owasso Ind. SD v. Falvo

Forest Grove SD v. T.A.

6/6

Teachers and the Law: Contractual / Employment
Issues

Chapter 2

Chapter 3

Chapter 4

Supplemental Resources

Court Briefs:

Board of Regents of State Colleges v.


Roth

Cleveland v Loudermill

Abood v Detroit Board of Education


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Teachers and the Law:
Liability &
Professional
Responsibilities

Chapter 5

Chapter 6


Chapter 7

Chapter 8

Supplemental Resources

Court Briefs:

Wood v. Strickland

Carey v. Piphus

Gebser v. Lago Vista Independent SD

Davis v. Monroe County Board of
Ed.

Mancha

v. Field Museum of Natural


History

Journal Articles


6/13

Teachers and the Law: Teachers’ Rights’

Chapter 9

Chapter 14

Chapter 15

Chapter 16

Chapter 20

Supplemental Resources

Court Briefs:

Pickering v. Board of Ed. of


Township High
SD

Mt.
Healthy City SD v. Doyle

Fowler v. Board of Ed of Lincoln


County

Jackson v Birmingham Board of Ed.

Wilson v. Chancellor

East Hartford Assoc. v. Board of Ed
of Town of East Hartford


Case Law Paper



6
/15

Teachers and the Law: Tenure and Termination

Chapter 3

Supplemental Resources

Court Briefs:

Perry v Sindermann

Gillett v. Unified SD

Barcheski v. Board of Ed. of Grand


Rapids Public School

Erb v. Iowa State Board of Public
Institution
s




6/20

Educational Issues: RTI, School Choice,
Vouchers, Instructional Program / Curriculum
Issues

Supplemental Resources

Journal Articles

Wygant v Jackson Board of Ed.

Meredith v. Jefferson County Bd

Marshall v Kirkland

Brown v Board of Education

Sheff v O’Neill


6/22

Final Exam



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APA Format Including Title Page
with

Running Head

Your assignment should be typed, double
-
spaced on standard
-
sized paper (8.5" x 11") with 1"
margins on all sides. You should use 10
-
12 pt. Times New Roman font or a similar font.

Include
a
page header

at the top of every page.

Building the
Running Head
and Page Number
of
the
Title Page



Your title page should contain a running head that is flush left at the top of the page, and
a page number that is flush right at the top of the page.

To create the ru
nning head line in
Microsoft Office Word 2007:

1. Click on the
Insert
tab

at the top of the tool bar.

2. Click on the
Header

icon in the
Header & Footer

group located approximately in the
middle of the tool bar.



3. Click on the
Blank

header with the words “type text” flush with the left margin, then,
type

Running Head:

Follow the colon with a short title of your paper typed in ALL CAPS. (
See

example on
next page)

4. In the same line as the running head, position the cursor flush wi
th the right margin
.

NOTE



You may need to press the TAB key, adjust paragraph alignment, or make
other changes to the header or footer content to position the cursor flush right.)

5. I
n the
Header & Footer

group, click
Page Number
.

6. On the drop down

menu, c
lick
Current Position
.

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7. Choose the page number design from the gallery of designs entitled
Plain Number
.

NOTE



If you don't see a gallery of page number designs, there might be a problem
with the Building Blocks template on your computer. See

I don't see galleries of page
numbers, headers and footers, cover pages, or equations

for information about how to
fix this problem.

Please note that on the title page, your page
header should look like this:

Running head: TITLE OF YOUR PAPER

Pages after the title page

should have a running head with the words
Running Head

deleted,

like this:

TITLE OF YOUR PAPER


Body of Title Page



The
body of your
title page should include

the following ;


o

the
full title of your paper. Type your
title

in upper and lowercase letters centered
in the upper half of the page. APA recommends that your title be no more than 12
words in length and that it should not contain abbreviations or words t
hat serve no
purpose. Your title may take up one or two lines. All text on the title page, and
throughout your paper, should be double
-
spaced.

o

your name
.
Beneath the title, type the
author's name
: first name, middle
initial(s), and last name. Do not use ti
tles (Dr.) or degrees (Ph.D.).

o

your
institutional
affiliation

(Wilkes University)
.

About half way down the page, type the title of your paper, your

name, and Wilkes University

pressing “enter” after each one. (Check your professors’ formatting requirement
s. Some may also
require you to add the date, the course name, and the professor’s name below this information.)


Linking Title and Reference Pages to the Body of the Paper

If your title page

(cover page)

and reference pages are not already part of the f
ile that contains the
text of your paper, you need to copy and paste them into the file. Use the Copy and Paste commands
to create one consecutive file with your title page, body of the paper, and reference page. You could
also “insert file.” (If needed, i
nsert page breaks to separate the title and the reference pages from the
body of the paper. Place the cursor where the page breaks are needed, and hit the “Ctrl” and “Enter”
keys.)


Need Additional Details?

Consult the

Publication Manual of the American
Psychological Association, 6th

Edition
.

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Running head: INDIVIDUAL DIFFERENCES IN BIMODAL PROCESSING



1



















Individual Differences in


Bimodal Processing and Text Recall


Bruce R. Dunn


University of West Florida


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In
-
Text
Citations: The Basics

APA Citation Basics

When using APA format, follow the author
-
date method of in
-
text citation. This means that the
author's last name and the year of publication for the source should appear in the text, E.g.,
(Jones, 1998), and a comp
lete reference should appear in the reference list at the end of the
paper.

If you are referring to an idea from another work but
NOT

directly quoting the material, or
making reference to an entire book, article or other work, you only have to make referen
ce to the
author and year of publication in your in
-
text reference.

In
-
Text Citation Capitalization, Quotes, and Italics/Underlining



Always capitalize proper nouns, including author names and initials: D. Jones.



If you refer to the title of a source within

your paper, capitalize all words that are four
letters long or greater within the title of a source:
Permanence and Change
. Exceptions
apply to short words that are verbs, nouns, pronouns, adjectives, and adverbs:
Writing
New Media
,
There Is Nothing Left
to Lose
.

(
Note:

in your References list, only the first word of a title will be capitalized: Writing
new media.)



When capitalizing titles, capitalize both words in a hyphenated compound word:
Natural
-
Born Cyborgs
.



Capitalize the first word after a dash or

colon: "Defining Film Rhetoric: The Case of
Hitchcock's
Vertigo
."



Italicize or underline the titles of longer works such as books, edited collections, movies,
television series, documentaries, or albums:
The Closing of the American Mind
;
The
Wizard of Oz
;

Friends
.



Put quotation marks around the titles of shorter works such as journal articles, articles
from edited collections, television series episodes, and song titles: "Multimedia
Narration: Constructing Possible Worlds"; "The One Where Chandler Can't Cr
y."

Short Quotations

If you are directly quoting from a work, you will need to include the author, year of publication,
and the page number for the reference (preceded by "p."). Introduce the quotation with a signal
phrase that includes the author's last
name followed by the date of publication in parentheses.

According to Jones (1998), "Students often had difficulty using APA style, especially when it
was their first time" (p. 199).

Jones (1998) found "students often had difficulty using APA style" (p. 1
99); what implications
does this have for teachers?

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If the author is not named in a signal phrase, place the author's last name, the year of publication,
and the page number in parentheses after the quotation.

She stated, "Students often had difficulty usi
ng APA style" (Jones, 1998, p. 199), but she did not
offer an explanation as to why.

Long Quotations

Place direct quotations longer than 40 words in a free
-
standing block of typewritten lines, and
omit quotation marks. Start the quotation on a new line, in
dented five spaces from the left
margin. Type the entire quotation on the new margin, and indent the first line of any subsequent
paragraph within the quotation five spaces from the new margin. Maintain double
-
spacing
throughout. The parenthetical citation

should come after the closing punctuation mark.

Jones's (1998) study found the following:

Students often had difficulty using APA style, especially when it was their first time citing
sources. This difficulty could be attributed to the fact that many stu
dents failed to purchase a
style manual or to ask their teacher for help. (p. 199)

Summary or Paraphrase

If you are paraphrasing an idea from another work, you only have to make reference to the
author and year of publication in your in
-
text reference, but

APA guidelines encourage you to
also provide the page number (although it is not required.)

According to Jones (1998), APA style is a difficult citation format for first
-
time learners.

APA style is a difficult citation format for first
-
time learners (Jone
s, 1998, p. 199).

Please use the example at the bottom of this page to cite the Purdue OWL in APA.

Note
s
:

This resource, revised according to the 6th edition of the APA manual, offers examples
for the general format of APA research papers, in
-
text citatio
ns, endnotes/footnotes, and the
reference page. For more information, please consult the Publication Manual of the American
Psychological Association, 6th edition, second printing.

Reference citations in text are covered
on pages 169
-
179 of the Publication

Manual.

APA style requires authors to use the past tense or present perfect tense when using signal
phrases to describe earlier research. E.g., Jones (1998)
found

or Jones (1998)
has found
...

Contributors:

Elizabeth Angeli, Jodi Wagner, Elena Lawrick, Kri
sten Moore, Michael
Anderson, Lars Soderlund, Allen Brizee

Last Edited:

2010
-
07
-
13 12:19:28

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