Teacher Strikes Research Articles

Perceptions of Educational Conflict The Teacher Strike Controversy in Detroit

Perceptions of Educational Conflict The Teacher Strike Controversy in Detroit

Compensation of School District Personnel

Recently considerable attention has been focused on the inadequacy of presently used methods of compensating school district personnel. The increasing incidence of teacher strikes in many school districts has established the need for an effective alternative to the inherent rigidity of the commonly used fixed step salary schedule. The purpose of this study is to propose one such alternative that is based upon mathematical programming techniques. In this study a salary evaluation model was derived then applied to a school district. Salary schedules were derived which (1) were consistent with both the imposed hierarchical and budgetary constraints, (2) considered ten factors in the salary evaluation, and (3) reflected established school district priorities and objectives. This latter feature was accomplished by solving the model with various objective functions.

Collective Negotiations and Teachers: A Behavioral Analysis

Provides a conceptual framework and empirical insights into a strike of one group of public school teachers. Conceptual model of factors related to teachers' attitudes toward collective negotiations; Relation of variables to collective negotiations; Degree of correlation in descending order between satisfaction factors and support of teacher strikes by respondent teachers. (Abstract copyright EBSCO.)

Using linear programming salary evaluation models in collective bargaining negotiations with teacher unions

The widespread incidence of teacher strikes, usually associated with demands for higher salaries, has in many school districts throughout the country, established the need to develop effective salary evaluation schemes for school district personnel. Presently used methods of determining salary, such as the fixed step salary schedule, are not capable of considering multiple factors in salary evaluation. The purpose of this paper is to formulate, then apply, a linear programming model to determine a school district salary schedule. The model is capable of incorporating all factors which are considered important by teacher unions, school board, etc., in the salary evaluation. In addition, certain union demands or conditions reached as a result of arbitration can be included in the model. Finally limits placed upon school district resources available to support the salary structure can be considered. Essentially, the model can be used by a school district to determine a logical, internally consistent salary schedule which meets specific union demands at minimum school district cost. Finally the use of the model can give school districts the added flexibility of developing salary schedules which permit overlaps in the established salary hierarchies, e.g., it would permit highly qualified teachers to receive higher salaries than low qualified administrations.

Labor's Views on Teacher Strikes

Labor's Views on Teacher Strikes

NEA Views on Teacher Strikes

NEA Views on Teacher Strikes

Why Teachers Strike?

Why Teachers Strike?

Teacher strikes: Their causes and their impact

Human Resource ManagementVolume 7, Issue 3 p. 20-23 Article Teacher strikes: Their causes and their impact Kenneth McLennan, Kenneth McLennan Kenneth McLennan is an associate professor of Economics at Temple University in Philadelphia, Pa. He is a member of the education division of the American Arbitration Association National Panel. He received a Ph.D. from the University of Wisconsin.Search for more papers by this authorMichael H. Moskow, Michael H. Moskow Michael H. Moskow is research associate professor of economics and education at Temple University. He has published two books recently, Teachers and Unions (1966, University of Pennsylvania Press) and Collective Negotiations For Teachers (coauthored, 1966, Rand McNally). Drs. Moskow and McLennan are presently doing research for the Brookings Institution on the Impact of school decentralization on teachers' negotiations.Search for more papers by this author Kenneth McLennan, Kenneth McLennan Kenneth McLennan is an associate professor of Economics at Temple University in Philadelphia, Pa. He is a member of the education division of the American Arbitration Association National Panel. He received a Ph.D. from the University of Wisconsin.Search for more papers by this authorMichael H. Moskow, Michael H. Moskow Michael H. Moskow is research associate professor of economics and education at Temple University. He has published two books recently, Teachers and Unions (1966, University of Pennsylvania Press) and Collective Negotiations For Teachers (coauthored, 1966, Rand McNally). Drs. Moskow and McLennan are presently doing research for the Brookings Institution on the Impact of school decentralization on teachers' negotiations.Search for more papers by this author First published: Autumn (Fall) 1968 https://doi.org/10.1002/hrm.3930070306 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume7, Issue3Special Issue: labor relationsAutumn (Fall) 1968Pages 20-23 RelatedInformation

Politics and education in the sunshine state ‐the Florida story

Last February, when half of all Florida's public schoolteachers resigned and walked out of the schools in the nation's first statewide teacher strike, it seemed that a in teacher militancy had arrived. And when, three weeks later, most of them drifted back to their classrooms after failing to win their stated objectives-or even to gain terms of honorable surrender for some of their members-it appeared equally clear that the strike had been broken and that the new era had come to an early and inglorious end. But it is doubtful whether either of these easy generalizations offers an accurate reading of the tangled events of last fall and winter in the Sunshine State.

Class, Party, and Race in Four Types of Elections: The Case of Atlanta

Previous articleNext article No AccessClass, Party, and Race in Four Types of Elections: The Case of AtlantaM. Kent Jennings and Harmon ZeiglerM. Kent Jennings Search for more articles by this author and Harmon Zeigler Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Journal of Politics Volume 28, Number 2May, 1966 Sponsored by the Southern Political Science Association Article DOIhttps://doi.org/10.2307/2127554 Views: 25Total views on this site Citations: 11Citations are reported from Crossref Copyright 1966 Southern Political Science AssociationPDF download Crossref reports the following articles citing this article:Allan McBride, Joseph B. Parker "Chocolate City" Politics: Race and Empowerment in the First Post-Katrina New Orleans Mayoral Election, Politics & Policy 36, no.33 (Jun 2008): 350–374.https://doi.org/10.1111/j.1747-1346.2008.00112.xKenneth J. Meier, Eric Gonzalez Juenke, Robert D. Wrinkle, J. L. Polinard Structural Choices and Representational Biases: The Post-Election Color of Representation, American Journal of Political Science 49, no.44 (Oct 2005): 758–768.https://doi.org/10.1111/j.1540-5907.2005.00153.xPaul Raymond The American Voter in a Nonpartisan, Urban Election, American Politics Quarterly 20, no.22 (Nov 2016): 247–260.https://doi.org/10.1177/1532673X9202000206Clarence N. Stone Atlanta: Protest and Elections Are Not Enough, PS: Political Science & Politics 19, no.0303 (Sep 2013): 618–625.https://doi.org/10.1017/S1049096500018187Clarence N. Stone Atlanta: Protest and Elections Are Not Enough, PS 19, no.33 (Nov 2022): 618–625.https://doi.org/10.1017/S0030826900626334Clarence N. Stone Atlanta: Protest and Elections Are Not Enough, PS 19, no.33 (Nov 2022): 618–625.https://doi.org/10.2307/419184Joel Lieske, Jan William Hillard The Racial Factor in Urban Elections, Western Political Quarterly 37, no.44 (Sep 2016): 545–563.https://doi.org/10.1177/106591298403700403Everett F. Cataldo, John D. Holm Voting on School Finances: a Test of Competing Theories, Western Political Quarterly 36, no.44 (Sep 2016): 619–631.https://doi.org/10.1177/106591298303600412William P. Collins Race and Political Cleavage, Journal of Black Studies 11, no.11 (Jul 2016): 121–136.https://doi.org/10.1177/002193478001100106Timothy A. Almy, Harlan Hahn Perceptions of Educational Conflict The Teacher Strike Controversy in Detroit, Education and Urban Society 3, no.44 (Jul 2016): 440–452.https://doi.org/10.1177/001312457100300405STANLEY D. BRUNN, WAYNE L. HOFFMAN THE SPATIAL RESPONSE OF NEGROES AND WHITES TOWARD OPEN HOUSING: THE FLINT REFERENDUM, Annals of the Association of American Geographers 60, no.11 (Mar 1970): 18–36.https://doi.org/10.1111/j.1467-8306.1970.tb00702.x

Should Teachers Strike? An Unanswered Question

Should Teachers Strike? An Unanswered Question