The author looks back to see whether lessons from the past might help as we face the present and future. He offers quotes from H.S. Commager's "Our Schools Have Kept Us Free"; Deanne W. Mallot, president of Cornell University; and the faculty of George Peabody College for Teachers. (CT)

Discusses seven court cases that have helped clarify teachers' privacy rights and the limitations on those rights. (MLF)

The Connick vs. Myers Supreme Court decision regarding public employees' right to express themselves has been applied to public schools in two recent federal court cases. The rulings suggest school boards may discipline school employees for disputes over internal office matters but must tolerate their dissent over public matters. (DCS)

Examines litigation involving academic freedom, expressive freedom, and drug testing as examples of the shifting balance between teacher rights and school board authority. Concludes that balancing teacher rights with community expectations is difficult, and the scales of justice may not always tip in favor of a teacher's rights. (SG)

Summarizes a case involving a Denver high school teacher's naming, in a government class, of a student observed in a public sexual rendezvous. The teacher lost on all fronts, because his speech was considered school-sponsored and did not meet the school district's pedagogical interests, based on the 1988 "Hazelwood" decision limiting…

This article presents the Two Sides interviews, which confront the serious and immediate conflict between free speech and hate speech on college campuses. Dr. Robert O' Neil discusses the scope of free speech in the college community, while Dr. Timothy Shiell focuses on hate speech on campuses. Contains 12 references. (VWC)

Discusses how the rise of the Internet and the lure of lucrative online education programs have suddenly made university courses a hot commodity, raising issues of copyright and ownership conflicts between professors and the universities who employ them. Describes relevant legal rulings and actions by various universities and professors. (EV)

Analyzes academic tradition concerning the rights and corresponding duties of the academic profession and then articulates principles of professional conduct that flow from academic tradition. Concludes that peer review is the linchpin for academic freedom, tenure, and shared governance in the academic tradition. (EV)

Describes turmoil surrounding the actions of a professor at Indiana University at South Bend. Discusses charges of sexual harassment and intimidation leveled against the professor and the administration's dilemma concerning sanctioning him. (EV)

Protecting students from abuse is crucial for principals. However, false allegations can destroy a teacher's career and life. Principals can protect teachers by having a code of conduct, prohibiting false complaints, and providing training in prevention strategies. Teachers should avoid 10 risky behaviors. (Contains 11 references.) (MLH)

Explores how, in the 1990s, a new form of censorship emerged in the ever-expanding definition of sexual harassment. Asserts that no greater threat to free speech and individual rights in the university presently exists within the scope of American jurisprudence. Offers cases to support these claims. (EV)

In a stunning 5-4 decision, the U.S. Supreme Court has held that teachers and coaches who suffer reprisals for raising complaints regarding illegal sex discrimination against their students can sue their school districts for damages. This ruling is unprecedented with respect to Title IX enforcement and will likely alter how school officials handle…

It has been over ten years since the "Teacher's Law" took effect on January 1, 1994, and its promulgation and implementation have somewhat helped in protecting teachers' legal rights and interests. Undeniably, however, the "Teacher's Law" is defective in many aspects, such as the absence of teachers' legal identity, its failure…

Reviews the recent history of the Fifth Amendment focusing primarily on its use by government officials during the Iran-Contra hearings and by teachers during the McCarthy era hearings. Concludes that social studies teachers must encourage discussion of the political and philosophical issues contained in the Iran-Contra hearings. (JDH)

Argues that teachers in America's school systems are not beneficiaries of "enhanced professionalism" but victims of processes which, in the name of reform, take away teachers' professional rights to make decisions about teaching. Describes the activities of groups of teacher-activists who are working to maintain the autonomy of teachers.…