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An Investigation Of Teachers’ Knowledge, Experiences, Interpretations, And Perceptions Of Education Law And Their Decision-Making Processes During The Legal Navigation Of The Education Profession: A Collective Case Study, Mary Jones
Doctoral Dissertations and Projects
The purpose of this collective case study was to discover, describe, and understand 11 public, general, K–12 in-service teachers’ knowledge, experiences, interpretations, and perceptions of education law. In addition, the study investigated teachers’ critical decision-making processes during their daily activities and responsibilities in the education profession in selected areas such as student bullying, fights, grades, students with disabilities, and teachers’ and students’ rights. Three theories that guided the study were constructivism (Young & Collin, 2004), cognitive dissonance (Chapanis & Chapanis, 1964), and self-efficacy (Bandura, 1977). Through purposeful sampling, 11 K–12 in-service teachers from the United States with at least one …