NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: ED510434
Record Type: Non-Journal
Publication Date: 2008-Feb
Pages: 31
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Collective Bargaining in Education and Pay for Performance. Working Paper 2008-11
Hannaway, Jane; Rotherham, Andrew J.
National Center on Performance Incentives, Paper prepared for "Performance Incentives: Their Growing Impact on American K-12 Education" (Nashville, TN, Feb 29, 2008)
Teachers make a difference. Everyone--students, parents, teachers, principals and even casual observers--have always known this. But how much of a difference teachers make has only recently been estimated. Teachers are arguably the most important school factor affecting student achievement but, especially important for the purposes of this paper, the variation in impact across teachers is striking. The purpose of this paper is to examine the interplay between the emerging policy focus on teacher performance incentives and the response of teachers' unions. The authors focus first on the policy shift itself. Without an understanding of the nature of the teacher's job and its tradition, it is difficult to understand the tug-of-war both for and against performance incentives. They then examine the extent to which, and the ways in which, teachers unions are responding to demands for increased accountability and the possible consequences of this relationship for shaping policy and practice. (Contains 3 tables and 43 footnotes.)
National Center on Performance Incentives. Peabody College of Vanderbilt University, PMB #43, 230 Appleton Place, Nashville, TN 37203. Tel: 615-322-5538; Fax: 615-322-6018; e-mail: ncpi@vanderbilt.edu; Web site: http://www.performanceincentives.org
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: Vanderbilt University, National Center on Performance Incentives
IES Funded: Yes
Grant or Contract Numbers: R305A060034