This article introduces the findings of four separate research studies, which focus on aspects of collective bargaining in Indiana for the three years since the enactment of Public Law 217, 1974-76. (MM)

From the proceedings of the Annual Meeting of the Education Commission of the States (3rd, Denver, Colorado, July 7-9, 1969).

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)

The authority of school boards is being eroded by teacher militancy, administrative professionalism, and technology. Boards are performing a legal rather than a deliberative function. Court decisions regarding due process are forcing important adjustments in board power. (Author/WM)

Discusses proposed Congressional legislation that would assign to the Federal Government the role of final arbitrator between school boards and teachers. (JF)

Concludes that the immediacy of political conflict in local schools over the last decade has provided a teaching surrogate. The salience of such school issues for the young has been greater than many other kinds of local and national politics, and it should have had greater effect on political learning than traditional classroom instruction.…

Describes the rise of teacher power and the reasons for this rise, assesses the impact of the new teacher power on public policy, and explores the question of what ought to be the role of teachers in the development of policy for public schools. (Author/JM)

The following major aspects of collective negotiations in education were briefly reviewed at a conference in Bloomington, Indiana, June 1968, sponsored jointly by the Department of Elementary School Principals (NEA), the Indiana Association of Elementary School Principals, and Indiana University: (1) Benevolent administrative leadership is rapidly…

Ways must be sought to make rising teacher militancy benefit education rather than harm it. In this pursuit, State boards of education should (1) help school officials understand that a fundamental change is taking place in their employer-employee relationship, (2) consider whether they wish to support State laws forbidding collective negotiations…

The twin rationales for this study are: (1) that the educational implications of metropolitan conditions deserve further study; and (2) that these implications transcend national boundaries. The study focuses on two facets of metropolitan school systems located in four metropolises: the characteristics of teachers and the patterns of perceived…

The investigation examined the relationship among role conflict, role ambiguity, and motivation to work of teacher-negotiators. The theoretical rationale for the study was formulated from the finding of Walton and McKersie, Deutsch, Vidmar and McGrath, and Blum concerning the negotiator's conflict with his adversary, his dependence on his…

The purpose of this report is to help school administrators develop their own strike contingency plans or evaluate the plans already in existence in their districts. The report comprises four sections: (1) a review of the educational literature regarding strike contingency planning; (2) state board guidelines for strike contingency planning; (3)…