Argues that public sector collective bargaining is inconsistent with democratic government and has contributed to the erosion of public support for public education. Predicts the demise of public sector bargaining in the next 20 years. (Author/WD)

Offers three strategies for dismantling collective bargaining in the public schools, including pressuring state legislatures to oppose bargaining statutes when they are not yet enacted, lobbying to rescind or reform existing state collective bargaining statutes for public school employees, and opposing a federal collective bargaining statute for…

Argues that forced unionism for teachers and forced union fees are undemocratic. Maintains that teacher unions will represent the interests of their members only when they must compete for membership. (Author/WD)

Refutes Myron Lieberman's article in the same issue. Argues that public support for public education is higher in states that have collective bargaining statutes and that democratic practice is more flexible than Lieberman's view of it.

Compares the variation in average annual K-12 public school teacher salaries between states that are "collective bargaining intensive" and those that are "bargaining unintensive." Concludes that bargaining has not had a positive effect on teacher salaries during the past two decades. (Author/WD)

Offers 40 suggestions to superintendents and board negotiators who find they are involved in stalled negotiations. (Author/WD)

Describes a new method of resolving conflicts, called "collective gaining," that has been implemented in the Forest Park (Illinois) public school system. The method encourages teachers, administrators, and school board members to work together to benefit all parties concerned. (Author/WD)

Management and teacher leaders in Livermore (California) have turned to integrative bargaining as a means of resolving conflict and negotiating contracts. Integrative bargaining reduces the adversarial relations characteristic of the industrial relations model of collective bargaining. (WD)

A 1979 law enacted by the state of Connecticut in response to a lengthy and bitter teacher strike may have served as a catalyst to improve the negotiation process. The law mandated a mediation process and compulsory binding-interest arbitration. (Author/WD)

Centralized collective bargaining has increased teachers' salaries and provided better working conditions and benefits in Quebec. But it has also spawned a number of troublesome consequences that promote conflict. (Author)

Presents a plan to begin the elimination of illiteracy: each family with a child who fails to achieve literacy in the public schools for three years in a row would be given the option of sending the child to the private school of their choice at taxpayer expense. (Author/WD)

The author discusses the strengths and weaknesses of Barbara Lerner's "vouchers for literacy" plan presented in the same issue of "Kappan."

With tongue in cheek, the author looks at the future consequences on education of a voucher system. (WD)

Outlines the five policy imperatives of the Reagan administration for education--diminution, deregulation, decentralization, disestablishment, and deemphasis. The authors predict that education will continue to decline in importance on the national political agenda. (Author/WD)

In an interview, Willard Wirtz discusses his recent report, "Measuring the Quality of Education." Wirtz believes that the National Assessment of Educational Progress should be widely publicized and used and directed toward framing nationwide standards of educational quality. (Author/WD)