This article describes when teachers in Detroit, Michigan and Gary, Indiana went on strike in September 2006, which have resulted in the closure or relocation of 35 schools to other campuses since the end of the 2004-05 school year. The 2006-07 school year has brought with it a fresh wave of labor unrest, as teachers in districts large and small…

Teacher militancy is discussed as well as suggestions for curing the following professional ills: public awareness, financial support, effective teacher leadership, and teacher cohesiveness. (GR)

Author contrasts her own experience in Catholic schools with the progressive Fitton School in Boston, and compares the old-style lay teacher" with the new breed of militants, personified by the head of the Catholic Teachers Federation. (SP)

Paper takes a critical view of the efforts by teacher union activists to gain control over education in America, including requirements for entrance into and remaining in the teaching profession. (Editor)

This volume on law and collective negotiations in the schools is the second in a series of 4 monographs comprising a broad investigation of teacher collective action in local school districts in the United States. Part I (30 pages) of this volume deals with emerging local doctrine relating to the rights of teachers and other public employees to…

This pamphlet contains the National Association of Secondary School Principals' (NASSP) viewpoint on the following critical issues to be considered prior to drafting State negotiation legislation: (1) The role of the school principal in negotiation, (2) the preferred procedures for designation of the bargaining agent, (3) a statutory timetable for…

Focuses on the realities of school board-teacher bargaining as it has evolved in Ontario. (Author/RK)

Suggests that when the practice of some form of education bargaining is utilized thoughtfully and responsibly by teachers and school boards, a workable balance of priorities is possible. (Author/AM)

This paper presents findings of a study that examined the effects of two dispute resolution procedures--fact-finding and compulsory final-offer, issue-by-issue interest arbitration--on teachers' wages, fringe benefits, and language provisions. New Jersey uses fact-finding dispute resolution, in which a recommendation for settlement is submitted to…

This 715-item bibliography on teacher-school board negotiations updates the earlier bibliography by Owen G. Arnold and John Gordon Taylor published by Phi Delta Kappa in 1967. This revision contains more than double the number of items which appeared in the earlier publication, indicating the expansion of the field. Items cited, dating from 1956…

This paper examines the effect of collective bargaining on several factors known to be determinants of student achievement in the public schools, particularly its effect on the teacher's allocation of time among various activities. (Author/SSH)

It was not the longest strike in the history of U.S. teacher labor unrest, but it may be among the most infamous. Teachers in Middletown, N.J. walked out on a Friday in late November 2001, and were back in the classroom just over a week later. In between, 228 members of the Middletown Township Education Association were jailed for their action,…

"Teacher Rights" and all their ancillary problems are a recent phenomenon for school boards and administrators. Court cases to define and support these new notions of teacher freedoms are escalating rapidly. Discusses the role of teachers in a changing society and six important trends that seem to be emerging from more than 100 court cases…

Two papers comprise this document: "Alternatives to Collective Bargaining" and "Collective Bargaining in Two-Year Colleges: Problems and Trends." The first paper, by Joseph N. Hankin, presents the thesis that there is no alternative to collective bargaining but that attention should be focused instead on who represents the faculty on which issues.…

One teacher strike in Indiana that occurred in the fall of 1975 was investigated to answer the question: What conditions and/or forces are present in a school corporation and/or community which may influence teachers to willfully violate the law by striking? (MM)