The University of Wisconsin-Milwaukee writing program is collaborative, not divisionary, as some, such as Jeanne Gunner, have suggested. Three terms are useful in understanding the relationships and ethics governing operations at Wisconsin-Milwaukee: (1) authority and collaboration; (2) hierarchical difference; (3) professional respect.…

A study examined working conditions for writing teachers in postsecondary writing programs in Louisiana. The Louisiana Association for College Composition (LACC) sent surveys to LACC member schools in 21 writing programs, and 15 responded. The first part of the survey asked for responses to the February 1989 draft of the Conference on College…

The College Station (Texas) Independent School District spent several months improving its summer school programs, but the results have been well worth the effort. The district's first step was to create the new position of "summer school principal" at the elementary, junior high, and senior high levels. This action relieved school-year…

A recent one-on-one attempt by 17 Brown University students to "shadow" high school pupils for 1 day disclosed the bewildering complexity of high schools and the difficulties inherent in categorizing or evaluating them. This paper discusses the nature of this complexity. First, most high schools are densely populated work places. This…

Based on data gathered from June 1982 to June 1983 from four urban elementary schools in the northeastern United States, this paper explores both the potential impact of organizational factors on teachers' felt-stress and the potential of strategies aimed at alleviating such stress. The schools functioned respectively as a control site, an…

This brochure contains information regarding recruitment procedures for elementary and secondary teachers seeking employment in schools operating on United States military bases. Sections cover the following areas: (1) eligibility; (2) position categories and special requirements; (3) application procedures; (4) basic program information and…

From a special feature on Professional Negotiation, Part 2.

From a special feature on Professional Negotiation, Part 2.

Two studies surveyed teachers in elementary and secondary schools to discover the relationships among teachers' willingness to be evaluated, their perceived control over the activities being evaluated, their input into the evaluation process, and their trust in the evaluators' accuracy and expertise. The first study asked 150 teachers in an…

EVALUATING FACULTY ASSIGNMENTS AGAINST A CONSISTENT SET OF CRITERIA IS ESPECIALLY DIFFICULT IN THE COMPREHENSIVE JUNIOR COLLEGE. THE FACULTY ASSOCIATION OF ARIZONA WESTERN COLLEGE DEVELOPED AN INDEX SYSTEM, IN WHICH THE NORMAL TEACHING EFFORT IS RATED AT 1.000 POINT EACH SEMESTER, OR 2.000 IN A 2-SEMESTER SCHOOL YEAR. FACTORS FOR EQUATING FACULTY…

Faculty course load requirements and their relationship to college size (small, medium, or large), location (north, south, middle, or west), and degree of faculty participation in work condition policy determination were the concern of this National Faculty Association of Community and Junior Colleges' study. Of the 993 junior colleges contacted,…

Summarizes the Carnegie Foundation president's September 1987 speech concerning this generations's most urgent task--rebuilding the nation's schools. Warns that today's teachers may have gained in competency and responsibility, but not in empowerment to shape curricula, plan inservice programs, or shape student retention and special education…

The author traces the progress of a group of teachers who meet regularly to discuss and explore the insights, uncertainties, and paradoxes that arise from teaching. He finds that the group evolved through three phases: (1) collegiality, (2) efforts to gain policy power, and (3) increasing confidence through knowledge. (Author/CH)

Teachers are in the awkward position of exercising authority, yet have dubious control over the conditions within which they do so. The ideal teacher role is authority exercised in good faith and a commitment to the burdens and uncertainties of educational authority. (CB)

Four hundred and two teachers of one-teacher schools responded to a questionnaire. Findings regarding teacher/student ratio, student enrollment, teacher background and education, reasons for teaching, and teacher housing and responsibilities are summarized. (MT)