• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Bargain-based schooling: Teacher unions and American education.
【24h】

Bargain-based schooling: Teacher unions and American education.

机译：讲价的学校：教师工会和美国教育。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The central research questions of this study concern the role of teacher unionization in American public education. The project draws on nationally representative samples of school districts, schools, and teachers---including unique supplements to publicly available data. The extent to which teachers and school districts engage in bargaining is primarily a function of the states in which these parties are located. Contrary to claims of some union critics, teacher tenure and employment protection are primarily provided for by state statute rather than contract negotiation; all but two states whose teachers do not bargain nevertheless have strong tenure laws. Bargaining agreements tend to emphasize teacher compensation and working conditions over other employment issues such as evaluation and dismissal. The primary result of collective bargaining appears to be an increase in the share of district resources devoted to teacher salaries and especially fringe benefits. Different district characteristics appear to influence student achievement. For example, higher salaries are associated with higher achievement levels in non-bargaining districts, while no such returns are evident in bargaining districts. Schools in bargaining districts are less likely to use salary incentives to fill teaching positions in understaffed areas such as math, science and special education classes. Unionized teachers appear more satisfied with salaries, workplace conditions, and the professional climate of their schools than non-unionized teachers. Unionized teachers are, on the other hand, less likely to report satisfaction with job security.
机译：这项研究的主要研究问题涉及教师工会在美国公共教育中的作用。该项目借鉴了学区，学校和教师在全国范围内具有代表性的样本-包括对公开数据的独特补充。教师和学区进行谈判的程度主要取决于这些政党所在州的功能。与一些工会批评者的主张相反，教师任期和就业保护主要是由国家法规而不是合同谈判规定的；除两个州外，除教师不讲价外的所有州都拥有强有力的终身任职法律。讨价还价协议往往强调教师的薪酬和工作条件，而不是评估和解雇等其他就业问题。集体谈判的主要结果似乎是增加了用于教师工资，尤其是附带福利的地区资源的份额。不同的地区特征似乎会影响学生的成绩。例如，在非议价区，较高的薪水与较高的成就水平相关，而在议价区中，没有这样的回报。讨价还价区的学校不太可能使用薪资奖励来填补人手稀少的地区（例如数学，科学和特殊教育班级）的教学职位。与非工会教师相比，工会教师对薪水，工作场所条件和学校的职业氛围更满意。另一方面，工会教师不太可能对工作安全表示满意。

著录项

  • 作者

    Cowen, Joshua Mark.;

  • 作者单位

    The University of Wisconsin - Madison.;

  • 授予单位 The University of Wisconsin - Madison.;
  • 学科 Education Administration.;Political Science General.;Sociology Industrial and Labor Relations.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 184 p.
  • 总页数 184
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;社会学;政治理论;
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号