Outlines the four stages of a teacher strike (individual complaints become group dissatisfaction, general dissatisfaction increases union militancy, increased militancy is expressed through job actions and a strike, and cooling off occurs) and suggests ways in which an understanding of these phases can aid a board. (Author/IRT)

The author urges, among other consideration, that strikes be avoided when possible, that major decisions be made before the strike begins, that the district cultivate good relations with the media, and that unity among the board members be maintained. (IRT)

The National Education Association and the American Federation of Teachers are facing three realities that might make them reluctant to strike: an army of unemployed teachers, an internecine battle, and a rotten economy. (Author/IRT)

Lists activities to expect from teachers before and during a teacher strike. (IRT)

Fourteen questions to help a board decide what it will do if its teachers go on strike. (IRT)

Presents an analysis of the forces motivating the union and the board of education in the 1979 Washington, D.C. teachers' strike. (IRT)

Profiles Robert P. Bates, director of field services for the American Federation of Teachers. (IRT)

Outlines what board members should and should not do during a strike in order to smooth the transition back to normal after the strike. (IRT)

By resisting laws that would legalize teacher strikes, state legislatures and local school districts probably have contributed to the excessive time devoted to bargaining and consequently have helped bring on themselves many of the ills that protracted bargaining invites. (Author/IRT)

Recounts what it is like to be a school board member during a teacher strike. (IRT)

Reports on the American Federation of Teachers national convention. (IRT)