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| Guides - Non-Classroom | 4 |
| Journal Articles | 3 |
| Opinion Papers | 2 |
| Speeches/Meeting Papers | 1 |
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| Practitioners | 3 |
| Administrators | 1 |
| Policymakers | 1 |
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| Montana | 1 |
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Peer reviewedMunnelly, Robert J. – Contemporary Education, 1979
Supervision and evaluation, contained within a due process framework, are beneficial to both the teacher and the educational administrator. (LH)
Descriptors: Administrator Responsibility, Court Litigation, Due Process, Skill Development
Peer reviewedVyskocil, Janet R.; Goens, George A. – Educational Leadership, 1979
The adversarial positions fostered by the "win-lose" atmosphere of negotiations can carry into other aspects of the work environment and hamper the problem solving that teachers and supervisors must do together. (Author)
Descriptors: Collective Bargaining, Contracts, Cooperation, Educational Environment
Peer reviewedKeef, James L. – Clearing House, 1979
When teachers strike, most people assume their grievance is money. But a recent survey of 18 Montana schools reveals that much teacher discontent stems from their lack of involvement in site-level decision making. A Faculty Senate Policy Committee is proposed to facilitate teacher participation in policy formulation. (SJL)
Descriptors: Advisory Committees, Elementary Secondary Education, Job Satisfaction, Models
Namit, Charles J. – 1983
Guidelines are given to school board members and administrators on using advocacy communications in dealing with teachers' strikes. Strikes are described as staged media events and extensions of the collective bargaining process. An educational association's "game plan" is outlined which summarizes the five central themes used by most…
Descriptors: Administrators, Boards of Education, Collective Bargaining, Elementary Secondary Education
