The Effects of Collective Bargaining on Public Schools in Michigan and New York. An Occasional Paper.

Autor/inn/en	Eberts, Randall W.; Pierce, Lawrence C.
Institution	Oregon Univ., Eugene. Center for Educational Policy and Management.
Titel	The Effects of Collective Bargaining on Public Schools in Michigan and New York. An Occasional Paper.
Quelle	(1982), (108 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Collective Bargaining; Contracts; Decision Making; Declining Enrollment; Educational Quality; Educational Resources; Elementary Secondary Education; Faculty Mobility; Outcomes of Education; Resource Allocation; State Surveys; Tables (Data); Teacher Employment Benefits; Teacher Influence; Teacher Salaries; Unions; Michigan; New York + Suchen Sie Ihr Suchwort? Tarifverhandlung; Vertrag; Decision-making; Entscheidungsfindung; Quality of education; Bildungsqualität; Bildungsmittel; Lernleistung; Schulerfolg; Ressourcenallokation; Tabelle; Lehrerbesoldung; Lehrervergütung
Abstract	Research findings from a study of collective bargaining in New York and Michigan school districts indicate that collective bargaining does have a significant impact on the allocation of resources in ways that affect student learning. These findings support hypotheses based on the theory that collective bargaining will make a difference in resource allocation when the preferences of teachers and management do not coincide. The hypotheses state that, without collective bargaining, management responds to the preferences of marginal teachers (those mobile enough to quit if dissatisfied) because inframarginal teachers (those less mobile) pose less of a threat to district stability. Moreover, inframarginal preferences are more effectively represented when teachers are unionized, and strong unions can significantly alter the outcomes of contract negotiations, affecting teacher control over instructional spending. The research examines relationships among the following factors: union affiliation, district characteristics, kinds of contract provisions, and numbers of contract provisions. Special attention is paid to the impact of enrollment decline on union intersts in collective bargaining. The study found that the stronger the union, the more items covered in the contract, the more resources allocated to instruction, and the more control exercised by teachers in district decision-making. (Author/PGD)
Anmerkungen	Publications, Center for Educational Policy and Management, College of Education, University of Oregon, Eugene, OR 97403 ($3.50; quantity discounts).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC