This volume is intended to help public administrators and attorneys deal with the legal problems in Pennsylvania public sector labor relations. In it, the Pennsylvania Labor Relations Board is discussed and public sector labor relations court decisions are cited. The volume is intended to be a reference book and to reveal inconsistencies in…

Education is often referred to as a business and expected to follow standard business practices. An examination of the schools shows that they resemble natural monopolies and service enterprises. Although they have administrative management, they do not have a parallel to production management. When education is viewed as a business, it becomes…

The articles in this double issue of the "IRCD Bulletin" deal with the proposed decentralization of the New York City school system. Edmund Gordon argues that decentralization can provide the best organizational structure--(1) to make the schools accountable to the parents and communities they serve, (2) to place the responsibility for…

School board members and school administrators are provided with information concerning their roles in controlling the growing organized militancy of teachers. Positions and concepts that the management team should adopt in developing a collective negotiations agreement are discussed in many areas, including (1) composition of bargaining units,…

Collective negotiation in education has lagged behind collective bargaining developments in private industry, which have resulted from the passage of a number of federal statutes, beginning with the NIRA Act of 1933. By contrast, state statutes for collective negotiation in education have been relatively few, recent, and inadequate. Topics…

This study documents the legal, political, economic, and managerial constraints in the Philadelphia Public School System and traces their impact on the policies and practices of the system. Specifically, the study focuses on collective bargaining relationships and on their impact on the system. The first section outlines the basic constraints that…

This conference report on militancy in education contains papers presented by experts in collective negotiations and seeks to present a balanced point of view of collective negotiations by involving teacher organization representatives, school administrators, school board members, and university faculty members. Topics covered include problems in…

Educational Reform in El Salvador is an intensive effort to upgrade and expand the seventh, eighth, and ninth grades. It is built around instructional television, but also includes curricular revision, the retraining of teachers, new classroom materials, and other important elements. 1971 was the third year of the Reform. Two developments made…

This activity involves students in exploring the values and issues surrounding a case study of the 1937 sit-down strike of the United Automobile Workers against General Motors at the Flint, Michigan plant. (JDH)

Explains Connecticut's Teacher Negotiation Act (October 1979), designed to bring about negotiated contract settlements resolving board/teacher impasses and thereby avoid strikes. Responses to the author's questionnaire of Connecticut board members, district administrators, and teachers reveal broad recognition of the law's effectiveness but doubt…

Detractors of Connecticut's Teacher Negotiation Act, who represent board members and teachers, claim the law currently takes away too much negotiating power from their respective groups. (JBM)

Analyzes racial and public policy implications of establishing, within a new desegregated metropolitan school district, a uniform salary schedule for teachers who formerly worked for eleven independent school districts located in the same county. (Author/GC)

A discussion focuses on the emergence of collective bargaining in the public sector, the prevalence of bureaucratic climates in school districts, and the realization that conflict is a variable dependent on organizational climate and structure. (FG)

In October 1989-October 1991, Mills College (California) faced three crises: an earthquake; a strike over plans to convert to a coeducational institution; and a devastating fire in the area. The college has learned to focus its structural, human, political, and symbolic frames of reference; communicate; plan; consider the public; and develop…