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Show 57 smaller class sizes for other working conditions for some of the other In fact, are teachers.23 reasons of the reasons may Yet, "reasons" for smaller such be wanting as What is already may not one and the same. cational will some reasons more favorable being suggested is that motivating the arguments. be motives; motives and reasons long as as there appear to be edu- classes, they the "reasons" which are appear in the rhetoric. Summary and Conclusions While it may appear that the motives bargaining rights either are surrounding professional, political, economic, educational, close analysis reveals that the motives either professional would claim that all and that the decisions. or economic. profession ought to of are ultimately professional interpretation of the are teachers. According to this way of associations do in the geared to the name of ultimately professional make all both the concern the educational political and concerns. matter is economic. line of thinking has it that the teachers' organizations ested in increased funds for education or professional interpretation analysis transforms educational arguments into The other The educational matters This line of teacher primarily This are inter for the benefit of reasoning, what the teachers' professionalism obtaining of increased funding. or education is in fact As for opponents of 23Bernard E. Donovan in his "Negotiations: Ten Years Later," provides a scholarly analYSis of the NEA notion that class size can and ought to be decided at the bargaining table. See National Association of Secondary School Principals Bulletin 55 (December 1971): 40. |
