Problems caused by the intrusion of boards of education into labor negotiations between teachers and administrators are discussed. (JD)

Reveals that collective bargaining is controlled primarily by various political forces rather than by the actual exchange at the negotiating table. Political forces also partially control the relationship between the principal negotiators and set the limits within which they can bargain, thus largely determining the decisions made. (Author/IRT)

This study was designed to examine one alternative to collective bargaining available to the school governing body--the employment of an external professional to represent the school board in contract negotiations with the teachers' representatives. (MM)

In one case, the Supreme Court upheld the right of school boards to fire teachers who strike illegally. (Author/IRT)

School governance has recently dominated Canadian provinces' political agendas. Every province has reduced the number of school boards and centralized decision making. This article summarizes school board and funding status in each province and territory. Alberta, British Columbia, Newfoundland, Nova Scotia, Prince Edward Island, and Quebec have…

California school employee unions' objective is the enhancement of wages and hours for their members. School districts and unions need to participate in some form of collaborative (nonadversarial) bargaining. Lists steps a district might follow to handle the negotiations process from an educational point of view; that is, support and enhance…

A high school senior found that no one appeared concerned about the effect of a teachers' strike on students. Some students organized against the strike while maintaining a neutral stance. Urges board members to work harder to avoid a breakdown in negotiations. (MLF)

Describes one small Illinois school district's experience with collective bargaining. Emphasizes the superintendent's role. (PKP)

Principals express dissatisfaction with superintendents and boards of education, particularly over the superintendents' and boards' bargaining with teachers. (IRT)

The exploration and writing in collective bargaining in education are sufficient to provide ample material for identification of issues and alternative strategies for resolving problems. Through a comprehensive examination of the literature the authors focus on the goals of organization and negotiations and the several functions served by…

AT A CONFERENCE OF WISCONSIN SCHOOL BOARDS IN DECEMBER 1966, EIGHT MAJOR ASPECTS OF COLLECTIVE BARGAINING BETWEEN SCHOOL BOARDS AND SCHOOL EMPLOYEES WERE CONSIDERED. THEY WERE--(1) PREPARATORY WORK FOR NEGOTIATIONS INCLUDES RECOGNITION OF COLLECTIVE NEGOTIATION IN PUBLIC EDUCATION AND DEVELOPMENT OF THE SCHOOL BOARD'S POSITION, (2) THE NEGOTIATION…

TWO CRITICAL ISSUES RELATED TO COLLECTIVE NEGOTIATIONS FOR TEACHERS ARE THE DETERMINATION OF WHO SHALL BE INCLUDED IN THE BARGAINING UNIT AND WHAT RULES SHOULD BE FOLLOWED IN THE ACTUAL ELECTION OF ASSOCIATION OR FEDERATION REPRESENTATION. ONLY SIX STATES--CALIFORNIA, CONNECTICUT, MICHIGAN, OREGON, WASHINGTON, AND WISCONSIN--HAD ENACTED…

A BRIEF HISTORICAL REVIEW OF STATE LAWS RELATED TO COLLECTIVE BARGAINING BETWEEN TEACHER ASSOCIATIONS AND SCHOOL BOARDS IS FOLLOWED BY SIX SUGGESTIONS FOR COMPONENTS OF A WORKING MODEL--(1) GUARANTEE TO TEACHERS OF THE RIGHT TO JOIN THE ORGANIZATION OF THEIR CHOICE AND OBLIGATION IMPOSED UPON THE LOCAL SCHOOL BOARD TO BARGAIN WITH TEACHER…

Prior to drafting State legislation pertaining to collective negotiation in education, it is necessary to understand the essential differences between public and private employment and to determine whether teachers should be included under a statute covering many categories of public employees or whether they should receive separate statutory…