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)

The history of events leading to the merger of the Flint, Michigan AFT and NEA units Plus some observations on merger steps being taken elsewhere. (MF)

Reviews the literature on the ways organized labor, management, government, financial institutions, and the mass media respond to worker strikes. Differences in organizational responses to contractual and wildcat strikes are compared. Countermovements, used by management and other supporting organizations, aimed at ending strikes are examined. (AM)

Having served on both sides of the negotiating table, the author condemns the destructiveness of the adversary system and appeals for new forms of communication to replace collective bargaining in education. (Author)

A 1979 law enacted by the state of Connecticut in response to a lengthy and bitter teacher strike may have served as a catalyst to improve the negotiation process. The law mandated a mediation process and compulsory binding-interest arbitration. (Author/WD)

Describes five tactics that striking teachers use against superintendents and school boards. Notes their effect on administrator resignations and school levy defeats, and lists three ways administrators can build mutual support, including sharing strike experiences, getting professional associations' support, and establishing statewide networks of…

A study conducted in the 1976-77 academic year at an Ohio middle school revealed the negative effects a strike had on perceived climate. An author developed climate questonnaire, The Staff Development School Climate Questionnaire, was administered to 40 teachers before and after a two-week district-wide strike. (Author/NQ)

The author describes his feelings as the only teacher at his school to support the New York City teachers' strike in 1961. (SJL)

Outlines some of the pressures board members can be under during a teacher strike. (IRT)

A superintendent narrates the events preceding a strike in his district, and the steps he took to prepare for and weather the strike. (IRT)

Discusses disputed points of a strike of faculty at Stevens Institute of Technology, Hoboken, NJ. Reviews history of the development of the conflict between faculty and administration. Reports the current status of the strike, in which the American Association of University Professors (AAUP) acts as bargaining agent. (CS)

Describes a study that investigated 33 work stoppages in public and private colleges during the past decade. The analysis focused on type of institution, length of stoppage, reason for stoppage, faculty representation, geographical region, and type of assistance, if any, used to resolve the dispute. (Author/JG)