Study of the development of collective bargaining practices in respect of public servants employed as teachers in the USA - covers legal aspects, the role of relevant occupational organizations, professional sanctions and their relationship to professional negotiation, strike action, the relationship of grievance procedures to professional negotiation, etc., and comments on relevant labour legislation. Bibliography pp. 293 to 300.
Describes the times and lives of twenty Secretaries of State whose decisions and courage helped guide the history of the United States and the world. An Appendix includes brief portraits of other Secretaries, who served briefly or in less tumultuous times.
Describes a method of negotiation that isolates problems, focuses on interests, creates new options, and uses objective criteria to help two parties reach an agreement.
“Written in the same remarkable vein as Getting to Yes, this book is a masterpiece.” —Dr. Steven R. Covey, author of The 7 Habits of Highly Effective People • Winner of the Outstanding Book Award for Excellence in Conflict Resolution from the International Institute for Conflict Prevention and Resolution • In Getting to Yes, renowned educator and negotiator Roger Fisher presented a universally applicable method for effectively negotiating personal and professional disputes. Building on his work as director of the Harvard Negotiation Project, Fisher now teams with Harvard psychologist Daniel Shapiro, an expert on the emotional dimension of negotiation and author of Negotiating the Nonnegotiable: How to Resolve Your Most Emotionally Charged Conflicts. In Beyond Reason, Fisher and Shapiro show readers how to use emotions to turn a disagreement-big or small, professional or personal-into an opportunity for mutual gain.
In Negotiating Opportunities, Jessica McCrory Calarco argues that the middle class has a negotiated advantage in school. Drawing on five years of ethnographic fieldwork, Calarco traces that negotiated advantage from its origins at home to its consequences at school. Through their parents' coaching, working-class students learn to follow rules and work through problems independently. Middle-class students learn to challenge rules and request assistance, accommodations, and attention in excess of what is fair or required. Teachers typically grant those requests, creating advantages for middle-class students. Calarco concludes with recommendations, advocating against deficit-oriented programs that teach middle-class behaviors to working-class students. Those programs ignore the value of working-class students' resourcefulness, respect, and responsibility, and they do little to prevent middle-class families from finding new opportunities to negotiate advantages in school.
This timely and comprehensive volume will spur and strengthen public debate over the role of teachers unions in education reform for years to come. Collective bargaining shapes the way public schools are organized, financed, staffed, and operated. Understanding collective bargaining in education and its impact on the day-to-day life of schools is critical to designing and implementing reforms that will successfully raise student achievement. But when it comes to public discussion of school reform, teachers unions are the proverbial elephant in the room. Despite the tremendous influence of teachers unions, there has not been a significant research-based book examining the role of collective bargaining in education in more than two decades. As a result, there is little basis for a constructive, empirically grounded dialogue about the role of teachers unions in education today.
