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Show 10 The Relations in Public Changing Employment Schoo1s.15 It is only less scholarly in that the bulk of its articles represent the "for against" type of Yet, the book represents writing. viewpoints of the scholarship by providing some attempt an of the more or at articulate , spokesmen. Other works have appeared which deal with the role of adminis trators in collective bargaining, several of which have been written concerning the conflict facing principals of schools recently won as teacher power and which suggest how these involve themselves in the indicate that the roles negotiations are not process.16 a result of principals might Most of these works clearly defined since the principals do not know whether they represent labor school Some of these works suggest methods for districts). to more clearly define their roles minimum. These works, though not so or that confusion as on one or principals be kept at a to this of the results of bgining. Connected with collective such can particularly pertinent dissertation, have nevertheless shed light collective management (teachers bargaining are many legal questions whether public employees ought to be ai10wed to strike, what should be done if they do, and how strikes can be avoided in the first 15 Robert E. Doherty, Joan R. Egner, and William T. Lowe, eds., The Changing Employment Relations in Public Schools (Ithica, N.Y.: Cornell University, 1968). 16See Terrence C. Hatch, Effective Participation of the Princi in Collective Negotiations which was published by the Utah Asso ciation of Secondary School Principals (Salt Lake City: ERIC Document pal Reproduction Service, ED 025 020, 1968). Hatch relates that the UASSP chose collective negotiations as the most challenging and cri tical issue during the 1968-1969 school year. |
