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[The author] traces the development of teacher bargaining structures in BC through three distinct historical periods. ...[C]oncludes that, by any measure, K-12 teacher collective bargaining has not been a success. --Editors' introduction
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[P]rovides an overview and comparative discussion of the basic legal frameworks regulating K-12 teacher bargaining. --Editors' introduction
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[The author] delves into the influence on teacher labour relations of the decades-long struggle for control of public education in British Columbia. The chapter identifies key developments in the pre- and post-1972 periods and their effects. --Editor's introduction
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[E]xamines the structure and functioning of teacher bargaining under both the Conservative government (1997-2001) and the subseuqent Liberal government, including the latter's innovative and informal introduction of centralizaiton, and the effects of these approahces on fostering or impeding bargaining. --Editors' introduction
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[M]aps the development of K-12 teacher bargaining, which has been strongly influenced by a series of provincial government social re-enginereering efforts that have shaped the province as a whole. ...[C]oncludes that the system will likely move toward a two-tiered bargaining structure. --Editors' introduction
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[The author] traces the evolution of teacher collective bargaining from its pre-collective bargaining roots, through several distinct stages, including the 1997-2001 restructure of the bargaining system as well as the current era in which the provincial government ha staken a more conciliatory, two-tier approach to negotiations. ...[C]oncludes that a consistent them throughout this history is the struggle about the issue of control over education policy and, in particular, teachers' voices in the bargaining workload. --Editors' introduction
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[E]xamines the collective bargaining system for teachers employed in the kindergarten to grade 12 public school system in the province of Newfoundland and Labrador. ...[Concludes that the] long tradition of centralized labour relations, reinforced by legislation that preserves the centralized system, appears to serve the parties well. --Editor's introduction.
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[E]xplains the unique dual statutory model regulating teacher employment in Manitoba and key junctures in the development of this model, and the organization of the education system in a highly politicized context. ...[C]oncludes by offering some observations on the effectiveness of the collective bargaining structure of kindergarten to Grade 12 public school teachers in Manitoba as well as possible impacts on future bargaining.
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[D]escribes the current system of collective bargaining and labour relations in this sector. The underlying theme is that of progressive centralization...at the provincial level. ...[D]iscusses the historical evolution of the collective bargaining regime. ...[C]onsiders the outcomes of collective bargaining in terms of process, conflict, and working conditions.
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Employing data from interviews with education sector stakeholders, this study assess the degree to which the more centralized bargaining structure that existed during teacher negotiations in 2005 and 2008 addressed and balanced stakeholders' interests. --Editors' introduction
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