The prevalence of labour disruptions in the Canadian education sector requires a comprehensive analysis of the adverse implications of strikes for stakeholders and Canadian society in general. Education is a kind of public good that generates positive externalities and strikes in Canadian universities and colleges engender negative externalities…

Argues that present methods of public-sector collective bargaining, modeled as they are after private-sector bilateral negotiations, do not adequately reflect the pluralistic nature of the many publics affected by such negotiations. Describes four multilevel models for pluralist bargaining and calls for formalized public participation in public…

Speech presented at the 54th annual NASSP Convention. (EJS)

The author listed some of the reasons he believed were major factors in leading teachers from Windsor, Ontario, to withdraw their services. (Author/RK)

Offers a solution based on bargaining, mediation, and binding arbitration that allows teachers' input in developing work environments without producing disagreements which stop work. Stresses penalties for strikes. Suggests method of paying for bargaining process designed to insure that both parties will be realistic in their demands. (NEC)

Tentative guidelines are intended for study in workshops and for consideration of boards of education and school officers as they develop workable and proper procedures for collective negotiations within their districts. Topics covered include preparing for negotiations, composition of the bargaining teams, the grievance procedure, and impasse…

In the field of education, the impasses that have occurred in collective bargaining for a contract have been resolved sooner or later--in one way or another. If a due process for settling the impasse has not been provided, both legal and illegal actions will take place in the attempt to force a more favorable settlement. Mediation, fact finding,…

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,…

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)

This publication offers guidance to school-board members, superintendents, and district staff in the planning, implementation, and rebuilding phases of a faculty or staff strike. It is intended to be used before a strike is imminent so that a strike plan can be implemented and the effects during and after a strike can be mitigated. The handbook…

This handbook is designed to serve as a guide to help school boards understand collective bargaining and the labor-management relationships in their districts. Chapter 1 describes what school-board members need to know. Chapter 2 discusses some of the political and legal realities that school boards face in the collective-bargaining process.…

Three labor relations specialists present their views of the collective negotiation process in public education, based largely on their collective experience with educational negotiations in the State of Michigan. The first chapter, prepared by Charles T. Schmidt, Jr., is an overview of collective negotiations in education and includes a general…

Following a 1980 strike by San Jose, California, public school teachers, the San Jose school board was embarrassed by a $6.2 million budget surplus into granting a teacher contract beyond its fiscal capacity. The school board's subsequent decision to declare bankruptcy established a controversial precedent for similar actions elsewhere. (JBM)

Developments in the area of academic collective bargaining are examined. Issues pertaining to interest and final offer arbitration are discussed, with attention to authority of judicial arbitrators and interest arbitrators, standards for the interest arbitrator, and public sector problems. Information on strikes in the fall of 1980 indicate no…