Discusses the calculus of role, organizational and status considerations that account for the origins of faculty discontent. (Author/RK)

Article explains the struggle the teacher has had to make in order to sharpen his own educational responsibility to his students and which has upset the power structure that has thwarted the teacher movement. (RK)

Discusses the dismissal of a professor for his actions in favor of faculty involvement in administrative affairs. (HS)

The personnel director may find that his role in labor relations is broadened to include faculty as well as staff. (HS)

Examines a conflict of interests between the Israeli Ministry of Education and the teachers union over proposed Legislation for a structural school change. The author also compares education politics in Israel with those of Michigan. (JF)

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

Based on interviews and participant-observation, a matrix of nine categories is proposed that classifies teachers in unions according to the intensity of their identification with the union ("us") and the union leadership's opponents ("them"). A complex image of teacher activism emerges, providing material for further research.…

Recent actions of British teachers suggest an alternative to the teacher strike. Those teachers dramatically demonstrated their grievances by withholding the voluntary extra services they customarily perform. American teachers could accomplish the same end by collectively refusing to perform extraneous administrative services: collecting money,…

Argues that collective bargaining as it now operates in Ontario is disruptive to the educational process and very costly. Suggests a new model in which the provincial government would create politically independent machinery to determine teacher salaries and fringe benefits. (Author/IRT)

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)

It is very difficult to know who controls such educational agencies as the home, television, the churches, youth groups, and factories. Control of the schools shifts a little bit daily among such forces as social class, American business, the sexes, teachers, administrators, racial and ethnic groups, the citizenry, the courts, and the young. (JM)

Is is the function of the planner to prepare reports, position papers, and plans, not to juggle the politics of implementation. (Author/WM)

Reports an investigation of the extent to which teacher and administrator attitudes toward the scope of the negotiations process are related to such demographic variables as age and marital status, and such attitudinal variables as satisfaction and teacher association support. (Author/JM)

Paper takes a critical view of the efforts by teacher union activists to gain control over education in America, including requirements for entrance into and remaining in the teaching profession. (Editor)