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ERIC Number: ED252925
Record Type: Non-Journal
Publication Date: 1984
Pages: 9
Abstractor: N/A
Reference Count: N/A
The Collective Bargaining Mystery: Some New Clues.
Mazzarella, Jo Ann
R&D Perspectives, Spr 1984
Recent studies at the Center for Educational Policy and Management provide insight into how collective bargaining affects the teaching profession, educational policy, and student achievement. Charles Kerchner's report links a three-stage labor relations model with an analysis of teaching as work. His case studies, besides revealing wide variations in contract interpretation, indicate that reliance on collective bargaining tends to rigidify the teaching profession. Accordingly, he categorizes teachers that may resist formalization and speculates on the consequences of resistance. Steven Goldschmidt and others have explored the extent and effects of bargaining over policy issues. An 80-contract sample contained many provisions that focused on policy; contrary to previous findings, bargaining over many policy issues had continued to increase after 1975. Unlike Kerchner, Goldschmidt's team found contracts uniformly applied. Their study also suggests that policy bargaining may influence school effectiveness. Finally, Randall Eberts and Joe A. Stone, using input-output analysis, compared student achievement in union and nonunion school districts. They found that collective bargaining markedly affects achievement, but positive and negative effects cancel each other. Taken together, these studies suggest that common expectations for collective bargaining be reexamined. (MCG)
Publication Sales, Center for Educational Policy and Management, University of Oregon, Eugene, OR 97403 ($.35).
Publication Type: Information Analyses; Collected Works - Serials
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Center for Educational Policy and Management.