Toward Universal Legal Literacy in American Schools

Abstract

This article examines how preservice and in-service teachers can be prepared to understand and implement school law. First, we report on research findings about what teachers know, do not know, and want to know about education law and where they get their information. Second, we identify the current norms, practices, and implications of preservice and in-service teacher education concerning school law. Finally, we offer alternative approaches to achieve universal legal literacy and its beneficial implications for teachers.

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