Purposes and Practices for Legal Literacy Training: Preferences of Arizona School Administrators

• In Event: Innovative and Promising Curricular and Delivery Approaches in Leadership Preparation

Abstract

Schools have faced increased legal scrutiny since No Child Left Behind was authorized in 2001. Since then, there has been a stronger research focus on legal literacy, and how to promote improved transmission from legal training to effective conflict-capable leadership. Literature suggesting the importance of real-life instruction has increased, along with calls for empirical evidence to guide training. This study received input from 193 Arizona school administrators, who made known how their legal training needs to be grounded in the real-life situations they face, rather than prioritizing legal history. Their response complements literature positing ways administrators’ role as advocates is most effective when they recognize local contexts and nuisances, before utilizing their legal training to navigate through legal encounters.

Author

• Thomas R. Hughes, Northern Arizona University
  Presenting Author