Here, we examine over two decades of empirical literature to explore the ways scholars have been working to reveal the changing set of policy and political conditions in which teachers unions are operating. In this context, we identify the conceptual models educational researchers have used to frame their research and the applications of these…

We examine more than 1,000 collective bargaining agreements (CBAs) in place across California, Michigan, and Washington. We investigate the prevalence of a set of 43 key provisions between and within these states, providing the first comprehensive comparison of CBA terms using data drawn from economically and demographically different districts,…

This report presents selected findings from the Public School District Data File of the 2011-12 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. School districts associated with public schools and library…

The author discusses the policies of two teacher organizations--the National Education Association (NEA) and the American Federation of Teachers (AFT)--regarding the implementation of P.L. 94-142, the Education for All Handicapped Children Act. Cautious acceptance of mainstreaming is noted and guidelines are seen to reflect both instructional and…

Fear can be conceptualized differently as experienced by those inside and outside the school organization. Internally, participants respond to fear in a politics of maintenance aimed toward protection against anticipated job loss(es). This article examines internal organizational participants' fear, with particular attention to teachers' fear of…

The article surveys the position of Canadian teachers' federations regarding special education. (SB)

A review of the literature on reading instruction shows that the earliest reference to content area reading practice was in 1919 when William S. Gray reported that he had asked high school teachers to list the uses that pupils make of reading in preparing assignments. In 1925, the adage "every teacher a teacher of reading" first appeared…

Current research on women leaders has concentrated on four themes, all of which have been treated in terms of male-oriented leadership theory. Some studies have concentrated on social and psychological differences between men and women leaders, while a second group notes workplace attitudes toward stereotyped male and female traits. Both of these…

The relationship between national population trends and teacher supply and demand is investigated, and guidelines for local teacher association planning are presented. (LH)

Reviews involvement by the United Federation of Teachers (UFT) in educational reform in New York and/or in the United States since it was established in l960. Focuses on curriculum concerns, sources of UFT policy, and governance issues. (DB)

Analyses of the union-related work of 35 teachers in 10 U.S. and Canadian school districts reveal how teachers' practical and ideological concerns encourage assumption of organizational and political roles, and how this work provides access to information, resources, and influence. Discusses constraints and opportunities related to challenging the…

This document is a summary of a doctoral dissertation that analyzed 65 randomly selected negotiated contracts from school districts from all geographical regions of the country. The main target of the analysis was the determination of provisions that would be used to improve the educational program. All items that could be interpreted as directly…

The current bargaining model, by its very structure, nature and operating assumptions, tends to restrict active citizen participation in deciding many educational policy issues. (Author/EB)

A case study of the Rochester (New York) school district illustrates the changes in teaching as a profession during three periods: (1) 1900-10, the growth in urban schools; (2) 1960-70, the rise in activism and teacher militancy; and (3) the 1980s, educational reform and teacher professionalization on the national agenda. (SK)

Teacher support groups can promote professional development by encouraging ownership of the professional agenda, enhancing collegial interaction, and reducing program fragmentation. A survey revealed that teacher groups formed by teachers enabled members to find personal and professional support within the group, while groups sponsored by the…