Discusses the role of the United Federation of Teachers in the New York City public schools. Analyzes union activity from a perspective that views the union as a conservative, moderating force which seeks to preserve and strengthen the present bureaucratic government of schools. (Author/GC)

A growth in organized school employee groups, particularly teacher groups, may require school boards to develop and maintain an affirmative employee relations program to identify and meet needs before they reach the crisis level and, therefore, prevent the issues from developing around which employee unions must justify their existence.…

During negotiations, board members must face certain realities, including the leveling effects of collective bargaining, the predominance of group over individual teacher needs, the importance of sophisticated skills, and the adversarial, emotional nature of negotiating. The board negotiating team must seek an agreement beneficial to both parties…

This essay presents an overview of the past 25 years of collective bargaining in American public education. Drawing distinctions between compensation and noncompensation issues, the essay addresses the issue of striking a balance between the interests of organized teachers and the educational interests of their communities, and it incorporates…

Four decades after collective bargaining came to public education, school boards and the superintendents they hire still routinely blame teacher unions for causing massive inefficiencies, stifling innovation, and preventing change designed to promote student learning. "Our hands are tied," school boards commonly complain when school…

In this report, the National Council on Teacher Quality (NCTQ) takes a close look at the governance of the teaching profession and finds that state legislators and other state-level policymakers crafting state laws and regulation, not those bargaining at the local level, decide some of the most important rules governing the teaching profession.…

Describes how the funds and fury of a State teacher union failed to force a rural school board to give in to the demands of illegally striking teachers. (Author)

Reviews the impact of collective bargaining on school policy and identifies the appearance of multilateral bargaining as a function of the decentralization movement and parent group demands for participation in collective negotiations. (Author)

Author undertook a critical appraisal of the collective bargaining process and pinpointed its dangers. (RK)

Highlights of Annual Convention of the American Association of School Administrators (Atlantic City, N.J., February 15-19, 1969).

This paper describes the process of using a chief school administrator as a board resource person in contract negotiations involving the wages, hours, and working conditions of teachers. It describes how an administrator in a Pennsylvania school district supported and advised the board negotiating team by compiling, analyzing, and evaluating…

IN AN APPLICATION OF GAME THEORY TO PREPARE PARTICIPATING PERSONNEL FOR EFFECTIVE PROFESSIONAL NEGOTIATION IN EDUCATION, THREE FORMS OF COLLECTIVE BARGAINING ARE SIMULATED--ONE FOR A FOUR- TO EIGHT-HOUR TIME PERIOD, A SECOND FOR A TWO- TO FOUR-DAY TIME PERIOD, AND A THIRD FOR A ONE- TO THREE-WEEK WORKSHOP OR SEMINAR. LONGER FORMS PRESENT MORE…

THIS STUDY INVESTIGATES THE AMOUNT OF AGREEMENT EXISTING BETWEEN SUPERINTENDENTS, SCHOOL BOARD MEMBERS, AND TEACHERS FROM RURAL, URBAN, AND CENTRAL CITY SCHOOL DISTRICTS CONCERNING THE ROLE OF THE SUPERINTENDENT IN THE COLLECTIVE NEGOTIATION PROCESS. TWENTY SCHOOL DISTRICTS PARTICIPATED IN THE STUDY. THESE DISTRICTS WERE DIVIDED INTO CATEGORIES OF…