9,142 results on '"UNIONS"'
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2. Resisting the Heartbreak of Neoliberalism in Education Advocacy
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Beyhan Farhadi
- Abstract
This paper explores how advocates in Ontario have resisted neoliberal restructuring in education since the 2018 general election, which marked an intensification of market-oriented reforms. Shaped by the insights of 23 participants, this paper shows how resistance has been accessed through multiple entry points and has been spatially heterogeneous, replete with internal contradiction. It also highlights the cost of resistance for participants whose relationship to systems engender oppression and harm. Broadly, this paper calls for vulnerable reflection on fantasies of a "good life" shaped by a normative neoliberal order that interferes with collective flourishing. Through emergent strategy, which aligns action with a vision for social justice, this paper values the non-linear and manifold ways individuals are embedded in systems; the fractal nature of change, which takes place at all scales; and a love ethic, which sustains relational the spiritual growth necessary for solidarity.
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- 2024
3. Organizing the Academy: Unionization Efforts in Higher Education. EdWorkingPaper No. 24-966
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Annenberg Institute for School Reform at Brown University, Stephen Mirabello, Rylie C. Martin, and Christopher R. Marsicano
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Labor organization efforts grew following the pandemic in the United States at tech companies, automakers, and even higher education institutions. This brief examines unionization trends at private colleges and universities from 2007 to 2023, revealing staff as the main force behind unionization attempts, followed by contingent faculty. Major unions like the SEIU and the AFL-CIO play significant roles in representing college and university employees. This study underscores the importance of understanding historic unionization efforts, shedding light on often overlooked staff categories like maintenance and security.
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- 2024
4. Centering Quality, Centering Equity: Lessons Learned in Increasing Early Childhood Educator Credentials. A Joint Report of the Institute for College Access & Success and the Georgetown University Center on Poverty and Inequality. Executive Summary
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The Institute for College Access & Success (TICAS) and Georgetown University Law Center, Center on Poverty and Inequality (GCPI)
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This is the executive summary for the full report, "Centering Quality, Centering Equity: Lessons Learned in Increasing Early Childhood Educator Credentials." Thriving communities depend on a strong early childhood education (ECE) system--one where both young children and members of the workforce are served and supported. In recent years, state government leaders have increasingly focused on changing qualifications for specific ECE roles, as increasing credential requirements has sometimes been associated with increasing quality. However, across the country, early childhood educators face significant barriers to economic security and continuing education--all while supporting children, parents, and their communities with specialized education services.
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- 2024
5. As Apprenticeships Expand, Breaking down Occupational Segregation Is Key to Women's Economic Success: Gender, Race, and the Wage Gap in Apprenticeship
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Institute for Women's Policy Research (IWPR) and Ariane Hegewisch
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Apprenticeships are structured training programs that combine paid on-the-job learning with classroom instruction and provide a pathway to industry-recognized qualifications in in-demand occupations. The apprenticeship route can offer an alternative to traditional college (and college debt), yet traditionally, women have been much less likely to be apprentices than men. Since 2015, the US government has invested over $1 billion to expand apprenticeships. This report assesses whether apprenticeship expansion has improved gender diversity in apprenticeships and whether apprenticeships deliver the same earnings to women and men who completed an apprenticeship. It analyzes data by gender, race, and ethnicity from the US Bureau of Labor Statistics' Registered Apprenticeship Partners Information Database System (RAPIDS) database.
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- 2024
6. The State of Working Pennsylvania 2024
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Keystone Research Center (KRC), Claire Kovach, Muhammad Maisum Murtaza, and Stephen Herzenberg
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As we approach this Labor Day, the Pennsylvania economy is growing steadily. Working families are sharing in prosperity in a more sustained way than at any point since 1980--although many families still struggle to make ends meet and, in our polarized nation, a big partisan divide exists in perceptions of whether the economy is better than four years ago. A central reason for the economy's objectively strong recent performance: federal policies during and since the outbreak of COVID-19 have quickly restored the 2013-2019 trajectory of steady job growth, low unemployment, and rising wages. Even inflation--which spiked in the pandemic--has fallen below 3%. The critical question before the country now: will policies going forward lock-in shared prosperity sufficiently for working families to "feel it"? Or will policies in 2025 and beyond restore an economy like that of most of the three-plus decades after 1980, which mostly benefited a thin slice of the very rich?
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- 2024
7. Kansas Educator Engagement & Retention Study, 2023
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Kansas National Education Association (KNEA), Kansas Association of School Boards (KASB), Emporia State University, Bret Church, and Luke Simmering
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Facing the persistent challenge of educator turnover in U.S. public school systems, the Kansas Teacher Retention Initiative (KTRI) has been relaunched to delve into the current state of the Kansas educator experience. Building on insights from the inaugural 2021 KTRI study launched in the summer of 2021 in response to a growing teacher shortage, the 2023 KTRI offers a renewed perspective, aiming to amplify educators' voices and examine trends longitudinally. The Kansas Teacher Retention Survey--a comprehensive tool meticulously crafted through extensive research and which aims to explore the critical drivers of teacher engagement and retention--was deployed and administered to all teachers in Kansas. For the 2023 KTRI, a notable surge in participation occurred, with over 24,000 Kansas educators contributing their perspectives, resulting in an overall response rate of 60%. This encompassed 50% of school districts achieving a response rate surpassing 50%, and 61% of districts qualifying for the standard report. The provided insights offer data-driven analysis along with strategic and actionable recommendations for school district leaders. [This report was produced by the Educator Perceptions and Insights Center (EPIC) in partnership with the United School Administrators of Kansas (USA-KS).]
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- 2024
8. The Tables Have Turned: The New Landscape for Collective Bargaining in Michigan Schools
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Mackinac Center for Public Policy and Steve Delie
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The tables have turned on Michigan's public school boards and other school officials. As a result of changes to the state's labor law in 2023, school districts face the risk of losing some authority to determine who should be teaching in their classrooms. Teachers unions are empowered once again to demand districts treat teachers as if they are interchangeable widgets, basing all decisions related to promotion, placement and pay on seniority. School officials have not had to bargain over these issues for more than a decade but will suddenly find themselves facing these concerns again. The report reviewed the teachers union contracts in the 200 largest school districts in Michigan, which enroll about 70% of the public school students in the state. It reveals that some districts have automatic revival language in their contracts, which will make the changes to collective bargaining take immediate effect. It also assesses how thoroughly districts complied with the 2011 reforms and offers suggestions for school officials to deal with this new bargaining reality. It concludes by suggesting school districts review their existing contracts, familiarize themselves with previously prohibited terms, and negotiate firmly to preserve contract terms that prioritize improving teacher effectiveness and educational outcomes rather than union priorities such as reestablishing seniority-based rules.
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- 2024
9. Creating a Significant Learning Experience When Introducing Labor Relations to Students
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William G. Obenauer
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Despite declines in private-sector union membership in the United States, labor relations remains an essential topic within the field of human resource management. However, most undergraduate students have little experience with labor unions, making it difficult to enhance learning by applying labor relations concepts to their prior experiences. The current lesson addresses this gap by teaching students about labor relations through the exploration of an authentic collective bargaining agreement (CBA) and an analysis of an actual work stoppage (i.e., strike or lockout). Students will learn about how different elements of the CBA influenced negotiations and factors that contributed to a work stoppage, leading to a basic understanding of how the human resource management decisions they make as managers can directly impact organizational outcomes. The lesson also serves as a tool for synthesizing content from throughout the semester in an undergraduate human resource management course.
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- 2024
- Full Text
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10. Politics, COVID, and In-Person Instruction during the First Year of the Pandemic
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David M. Houston and Matthew P. Steinberg
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In spring 2020, nearly every U.S. public school closed at the onset of the COVID-19 pandemic. Existing evidence suggests that local political partisanship was a better predictor of in-person instruction than COVID case and death rates in fall 2020. We replicate and extend these analyses using data collected over the entirety of the 2020-21 academic year. We affirm that local political partisanship was an important initial predictor of county-level in-person instruction rates. We also demonstrate that, under certain conditions, COVID case and death rates were meaningfully associated with initial rates of in-person instruction. We reveal that partisanship became less predictive--and prior average student achievement became more predictive--of in-person instruction as the school year continued. We then leverage data from two nationally representative surveys of Americans' attitudes toward education and identify an as-yet-undiscussed factor that predicts in-person instruction: public support for increasing teachers' salaries.
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- 2025
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11. Students or Salaries? How Unions Choose School Board Candidates
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Manhattan Institute (MI) and Michael T. Hartney
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School boards remain one of the most powerful forces in American education, helping to set curricula, evaluate teachers, and direct hundreds of billions of dollars in education funding. Yet teachers' unions play an outsized role in determining who serves on these boards. If the interests of teachers are perfectly aligned with those of students, then there may be no reason to worry about union dominance in school board elections. When these interests collide, union power likely encourages boards to prioritize the needs of adult employees over students. This report analyzes the nature of union power in school board elections, and in particular, how unions decide which candidates to support. Key findings include: (1) Union electioneering success is not simply a product of union mobilization. Rather, union endorsements increase voters' support for union-backed candidates by 6 percentage points; (2) The union seal of approval buoys candidates' electoral prospects because voters believe union-favored candidates hold shared interests on important education issues; (3) Voters are largely mistaken about what union endorsements convey and what drives endorsement decisions. The only consistent predictor of union support for incumbents is whether the district raised salaries for senior teachers prior to an election; and (4) The divergence between what union endorsements mean and how voters interpret them have troubling implications for democratic accountability and board-based governance. Groups wishing to counteract union dominance will need to find ways to ensure that ordinary voters are aware of the actual policy priorities of union-backed candidates.
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- 2023
12. Trade Unions and Learning: Building a Better Future
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Tom Wilson
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Trade unions have a long history of providing learning for their members. After years of decline this flourished after the 1997-2010 Labour government introduced the Union Learning Fund and legal rights for union learning representatives. This article reviews that extraordinary renaissance and discusses how a new Labour government could learn the lessons of the first ULF and introduce a new, and stronger, version helping millions of working people, including the most disadvantaged, encouraging employers to invest more in training, promoting economic growth, and rebuilding a key element of adult learning.
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- 2024
13. Ensuring a Sustainable and Healthy Primary School of the Future: Finding Answers through Group Concept Mapping
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Martien Conjaerts, Slavi Stoyanov, Eric Edelman, Paul Kirschner, and Renate de Groot
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Objectives: Overweight and obesity among school-aged children pose a threat to both their academic performance and public health. The Healthy Primary School of the Future (HPSF) initiative was established to address this issue. Our objective was to explore the conditions that make HPSF sustainable based on the perspectives of relevant stakeholders. Design: The study utilised Group Concept Mapping, a structured methodology for conducting mixed-methods participative research, combining qualitative data collection with quantitative data analysis measures. Method: Participants included parents, teachers, school directors, politicians, labour unions, educational, nutrition and health scientists and policymakers. They were asked to respond to the prompt, 'A necessary condition to make the HPSF sustainable is . . .'. The statements generated were then assessed for their importance and feasibility. Using multidimensional scaling and hierarchical cluster analyses, we identified the shared vision among the stakeholders. Results: A total of 106 unique statements were generated and grouped statistically into 10 clusters. The most significant clusters were identified as Financing; Accessibility for everyone; and Content/Lifestyle/School Programme. The clusters that were deemed most feasible included Content/Lifestyle/School Programme; Accessibility for everyone; and Evaluation. Conclusion: Achieving sustainability for the HPSF requires a comprehensive approach that addresses the conditions outlined in all 10 clusters. Based on the ratings of feasibility and importance, our recommendation is to prioritise implementation of Content/Lifestyle/School Programme and Accessibility for everyone. Subsequently, efforts should be directed towards realising the less feasible but crucial conditions, such as Financing and Evaluation, followed by the remaining six clusters of conditions as identified.
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- 2024
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14. Collective Bargaining Agreement Restrictiveness in Unionized Charter Schools
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Bradley D. Marianno, David S. Woo, and Kate Kennedy
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Although charter schools are frequently afforded flexibility from many state laws that govern traditional public schools, a growing number of charter school teachers have now unionized and introduced collective bargaining to the charter sector. Using data from a detailed content analysis of teacher CBAs from California, we compare the restrictiveness of CBAs in 75 unionized charter bargaining units to the restrictiveness of CBAs in 31 nearest neighbor traditional public school district bargaining units. We find that independent charter CBAs are much more flexible than the CBAs of traditional public school districts, but charter school CBAs of bargaining units combined with traditional public school districts are comparably restrictive.
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- 2024
- Full Text
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15. Cognizance of Collective Bargaining and Its Benefits in Relation to Teacher's Welfare and Working Condition in Public Secondary Schools in Delta State
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Okoro, Patience
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The study focus mainly on the cognizance of collective bargaining and its benefits in relation to teacher's welfare and working condition in public secondary school in Delta State, Nigeria. Two research questions were asked and answered in regard to the extent of awareness of Delta State public secondary school teachers of the principle of collective bargaining and the benefits of collective bargaining in public secondary school in Delta State. One hundred and twelve teachers were randomly selected from fourteen secondary schools in Delta Central Senatorial District in Delta State, Nigeria. The questionnaire which was rated on a five point Likert Scale was administered as the main instrument and the reliability coefficient was 0.90. Descriptive statistical procedures were employed in the analysis of data. The study revealed that the awareness of collective bargaining in public secondary school in Delta State was moderate as the respondents were not all members of the teachers' union. The resolution of issues relating to better working conditions, welfare, promotion, recognition and reward of staff were done through collective bargaining. Furthermore, some of the benefits revealed from findings of the study were better working condition, staff welfare, recognition and promotion. The study recommends that teachers should have better and clear understanding of collective bargaining; finding out their grievances and discussing various issues leading to addressing general school disputes and not just focusing on wage increment only.
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- 2023
16. Unionizing Home-Based Providers to Help Address the Child Care Crisis
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Center for Law and Social Policy (CLASP), Collins, Christian, and Gomez, Alejandra Londono
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As children grow and develop, child care workers play a vital role in fostering learning and providing support in a safe and nurturing environment. High-quality child care jobs, where workers are valued and respected, benefit both workers and the children and families they serve. Unfortunately, the United States has historically undervalued the child care workforce and failed to foster healthy labor conditions in this industry. In addition to more federal and state investments, strong unions for child care workers are part of the solution. This brief walks through some of the history and current landscape of the child care workforce, including which states have collective bargaining policies in place for home-based child care providers, who fall outside the traditional employer-employee bargaining model and lack a mechanism for collectively organizing and advocating for themselves. It also outlines how such policies benefit workers, families, and the economy, sharing successes from across the nation.
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- 2023
17. Development, Education and Learning in Sri Lanka: An International Research Journey
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Angela W. Little and Angela W. Little
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Sri Lanka's early achievements in education and literacy became well known among the international development community in the middle of the last century and were often used to benchmark progress elsewhere. "Development, Education and Learning in Sri Lanka" presents an illuminating narrative of changing education fortunes and inequalities, based on half a century of research. This research journey was undertaken in collaboration with Sri Lankan researchers island-wide in myriad communities, schools, classrooms and education offices, through conversations with countless parents, teachers, students, community members, trade union officers, politicians and members of local, national and international development agencies, as well as through extensive documentary analysis. The book delineates the distinctive and changing features of the Sri Lankan education system through comparisons with systems elsewhere, through an understanding of national political, economic and social conditions, crises and upheavals, through changes in education policy and through shifting patterns of opportunity among diverse social groups. These analyses are framed by themes in the international development discourse ranging from modernisation to basic needs to globalisation and sustainable development, some of which themes have been influenced by the Sri Lankan story. The book's overriding messages are the need to understand education and development in a country's own terms, and to place learning at the heart of education policy, situating it within broader conceptions of the purpose, values and means of development.
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- 2024
18. Reckoning with the 'Other' Pandemic: How Teachers' Unions Responded to Calls for Racial Justice amidst COVID-19
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Emma Curchin, Sara Dahill-Brown, and Lesley Lavery
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After George Floyd was murdered by police, teachers, alongside the leaders of their unions and professional associations, confronted urgent calls to address racism in their communities, schools, and classrooms, just as they were concluding an academic year rendered chaotic by COVID-19. This article leverages four waves of semistructured interviews with teachers' union and association leaders embedded in 14 states and 45 school districts to investigate how and why teachers' unions responded to those calls during 2020 and 2021. Local leaders were more likely to have taken concrete steps if they were serving urban or suburban and predominantly Democratic communities. Most commonly, unions offered symbolic gestures of support or sought to develop their capacity to recognize and understand bias.
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- 2024
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19. Routes to Reform: Education Politics in Latin America
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Ben Ross Schneider and Ben Ross Schneider
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The key to sustained and equitable development in Latin America is high quality education for all. However, coalitions favoring quality reforms in education are usually weak because parents are dispersed, business is not interested, and much of the middle class has exited public education. In "Routes to Reform," Ben Ross Schneider examines education policy throughout Latin America to show that reforms to improve learning--especially making teacher careers more meritocratic and less political--are possible. Several Andean countries and state governments in Brazil achieved notable reform since 2000, though on markedly different trajectories. Although rare, the first bottom-up route to reform was electoral. The second route was more top-down and technocratic, with little support from voters or civil society. Ultimately, by framing education policy in a much broader comparative perspective, Schneider demonstrates that contrary to much established theory, reform outcomes in Latin America depended less on institutions and broad coalitions, but rather--due to the emptiness of the education policy space--on more micro factors like civil society organizations, teacher unions, policy networks, and technocrats.
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- 2024
20. Job Satisfaction, Professional Growth, and Mathematics Teachers' Impressions about School Environment
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Mainali, Bhesh Raj and Belbase, Shashidhar
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This study examined high school mathematics teachers' job satisfaction and professional growth in Nepal. The data were collected from 49 high school mathematics teachers using a structured questionnaire with Likert-scale items and some open-ended questions. The quantitative and qualitative analysis revealed mixed findings. Mathematics teachers were relatively satisfied with their profession; however, various factors were important for job satisfaction and professional growth. The three most important were inservice training and educational resources, schools' infrastructure, and financial incentives. The data analysis further contends that the school education system must be free from politics, and the procedure of forming the school management committee (SMC) must be isolated from political intervention. Furthermore, school teachers are prohibited or discouraged from participating in politics as political cadres. The data revealed that the different teachers' unions need to work on behalf of teachers' welfare rather than carry forward their political parties' agendas and ideologies.
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- 2023
21. The STEM Wage Premium across the OECD
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William E. Even, Takashi Yamashita, and Phyllis A. Cummins
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Using data from the Program for the International Assessment of Adult Competencies, this paper compares the earnings premium and employment share of jobs in Science, Technology, Engineering and Mathematics (STEM) across 11 member countries of the Organisation for Economic Co-operation and Development. The results reveal that the STEM wage premium is higher in the United States than in any of the other comparison countries, despite the fact that the U.S. has a larger share of workers in STEM jobs. We also find evidence that the premium varies significantly across STEM sub-fields and education levels, and that the premium tends to be higher in countries with lower unionization rates, less employment protection, or a larger share of employment in the public sector.
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- 2023
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22. Striving to Defend the Academic Profession: The University and College Union in English Research-Intensive Universities
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Marini, Giulio
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The purpose of the paper is to understand why academics' main association and trade union in England (University and College Union-UCU) is not stronger in its representation capacity, deepening knowledge regarding its role in the wider higher education sector. UCU operates in an adversarial context, claiming itself to be academics' main voice. However, UCU, as an association/union of academics, does not have a monopoly on representation, nor is the representation that it offers consistently strong. Applying a "Multiple Logics" perspective to this under-investigated topic within higher education, findings suggest that UCU is hampered by: 1) an increasingly heterogeneous academic workforce, resulting in contrasting interests; 2) an overriding cascade of managerialism in all ranks; 3) a widespread soloist mentality among academics; 4) an understanding of one's profession as in contrast with the idea of mobilization; 5) internal ideological conflicts among UCU activists.
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- 2023
23. Merchants of Deception: Parent Props and Their Funders
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Network for Public Education (NPE) and Cunningham, Maurice T.
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They show up shouting at school board meetings with endless complaints. The press interviews them as though they are "regular moms" looking out for their children, but they are not. They are a well-funded façade for the Koch, Walton, and DeVos families to disrupt and destroy public education. In our new report, author and academician Maurice Cunningham pulls back the veil on the players, their tactics, and their funders. This must-read report identifies the who, how, and why behind "Merchants of Deception: Parent Props and Their Funders."
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- 2023
24. Early Career Job Quality of Racialized Canadian Graduates with a Bachelor's Degree, 2014 to 2017 Cohorts. Insights on Canadian Society. Catalogue No. 75-006-X
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Statistics Canada, Galarneau, Diane, Corak, Liliana, and Brunet, Sylvie
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Racialized individuals are generally more likely than their non-racialized and non-Indigenous counterparts to pursue a university-level education. Despite this, their labour market outcomes are often less favourable. Using data from the integrated file of the Postsecondary Student Information System, the 2016 Census and the T1 Family File, this article compares the employment earnings, unionization rate and pension plan coverage rate of racialized graduates with a bachelor's degree with those of non-racialized and non-Indigenous graduates, two years after graduation.
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- 2023
25. The University of Massachusetts Amherst Model: A Comprehensive Strategy for Enhancing Non-Tenure-Track Faculty Work Environments and Student Outcomes. 2023 Delphi Award Finalist
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University of Southern California, Pullias Center for Higher Education, Natsumi Ueda, and Adrianna Kezar
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The University of Massachusetts Amherst (UMA), a public research university, has demonstrated a long-standing commitment to improving working conditions for non-tenure track faculty (NTTF) with a 20-year track record of progressive policies to improve the support for them. This commitment is manifested through a series of improvements in policies, practices and programs, specifically designed to expand support systems for NTTF. Many of the meaningful and impactful changes were made possible through the effective collaboration between the university leadership and the faculty union, which represents both this group as well as tenure-track (TT) faculty. Their collaborative efforts are guided by the UMA Model, which outlines the process an institution undertakes to transform the work environment for NTTF and ultimately enhance student experiences. The UMA model has been disseminated across other higher education institutions and professional organizations, amplifying its positive impacts beyond the UMA campus.
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- 2023
26. Reclaiming the Promise: Union Advocacy for Paraprofessional-to-Teacher Pathways
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Juravich, Nick
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Across the country, paraprofessionals in cities are primarily Black and Latina women, and they are far more likely than teachers to live in the district and even the school zone where they work. However the percentages of Black teachers in major city school districts across the nation have declined, while the percentages of census-designated Hispanic teachers have broadly held constant. At the same time, many of these districts have served a majority of Black and Latinx students since the 1960s, when educators, policymakers, and teachers unions first began building and fighting for para-to-teacher pathways. Nick Juravich argues that this is a strategy with a long history and tremendous potential for developing a more diverse teacher corps and connecting teachers and their unions with the communities they serve. Paraprofessionals have long sought opportunities to become teachers. Teaching jobs have offered paths to economic stability to working people for over a century, but beyond the economics, paraprofessionals are already educators. They have intimate, firsthand knowledge of what makes a classroom successful and every reason to believe they could succeed as teachers.
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- 2023
27. The Role of Teachers Unions in School Governance during COVID-19
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Dahill-Brown, Sara and Lavery, Lesley
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When COVID-19 forced a set of extraordinary challenges upon the U.S. education system in March 2020, risk and uncertainty were constant. Many stakeholders sought to weigh in on the endless choices confronting school leaders, including the teachers who would implement those decisions. In speaking with teachers union and association leaders across the country, the authors found that, more often than not, they described collaborative relationships with district leaders. What was learned highlights critical practices sustaining these relationships, and the authors believe state leaders have the power to both model and encourage many such practices in school governance. The authors' analysis suggests that relations between district leaders and teacher membership organizations need not be contentious and adversarial. Rather, under the right circumstances, these relationships can incorporate conflict and negotiation alongside collaboration and mutual respect in a way that can strengthen decision making and policy implementation.
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- 2023
28. Labour Rights of Lecturers in Private Universities in Nigeria
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Chuku-Ashiegbu, Princess Adaeze
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This study investigated Nigeria's private university lecturers' welfare and their legal rights. The study adopted a doctrinal approach which enabled a proper examination of the extant laws applicable to a lecturer as an employee and the reviewed laws included: the Constitution of the Federal Republic of Nigeria 1999 (as Amended), Labour Act Cap L1, LFN 2004, Industrial Training Fund Cap 19 LFN 2004 (as Amended), National Health Insurance Scheme Act, Cap N42, LFN 2004, National Housing Fund Act, Cap N45 LFN 2004, Pension Reform Act 2014, Personal Income Tax Act Cap P8 LFN 2004, Trade Dispute Act Cap T8 LFN 2004, Trade Unions Act Cap T14 LFN 2004. The study made a case for lecturers with the private universities in comparison to their counterparts with the public owned universities. The findings showed that there is wanton disregard for the extant provision of the Labour Act in Nigeria amongst the lecturers working with the private universities. Similarly, the study likewise discovered that there is paucity of reported cases regarding enforcement action involving private university lecturers and their employers. The study perceives that the inability of private university lecturers to demand for their rights is because the Nigerian law also allows freedom of contract in upholding and binding employers and employees to their agreements. Recommendations from the study asserted that the lecturers are entitled to same right as every other professional employee in Nigeria. This exposes the lecturers in the private universities to a weak state where despite the existence of the laws protecting their rights, they are unable to leverage on the existing laws to advance their rights. [For the complete Volume 21 proceedings, see ED629259.]
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- 2023
29. Analysing Work and Life Course Learning under Capitalism Using a Mind in Political Economy Approach
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Peter Sawchuk
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As life course research has long recognized, work and careers are what Pearlin (1988; p.259) describes as "durable arrangements" that serve to "organize experience over time." However, understanding (a) the specific impacts of the alienations and contradictions of work and society under capitalism as well as (b) the analytic details of how the processes of learning are involved in the relationship of work experience and life course remain less well understood. An approached referred to as Mind in Political Economy is explained. It is based on a synthesis of several socio-cultural learning theories which allows the effective use of the concept of dramatic perezhivanie. This approach is then applied to a study of workplace learning in the context of a chemical production plant in Canada with a focus on the life history of one subject. It concludes that, based upon evidence of the realization of dramatic perezhivanie in relation to the contradictory object-motives of occupational autonomy/control as well as labour autonomy/control more generally, work-life learning in activity affected the quality of work experiences, the nature of development across employment history, and had carry-over effects beyond work. Moreover, it is shown that work-life learning could play a role in retrieving, reconstructing and making use of early life experience iteratively in the course of biographical meaning-making through the creation and refinement of biographical artefacts across the life course by a process of double stimulation.
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- 2023
30. Civil Society in Limbo between Democracy and Hegemony: Neo-Corporatist Strategy and the Role of Civil Society in Manufacturing Consent for Educational Policies
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Remzi Onur Kükürt
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This study aimed to present a political analysis on how the political power uses the neocorporatist strategy while generating consent to education policies and what role civil society associations such as educational associations and unions play in generating consent to the education policies implemented in Turkey. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 351-365.]
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- 2023
31. An Examination of Public Discourse about Teachers' Collective Bargaining Rights in a Portfolio School District
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Anna L. Noble
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Employing an institutional logics framework and critical discourse analysis, this study examines the discourse of participants in a stakeholder-feedback meeting about a proposal by the Denver Public School board to extend collective bargaining rights to teachers in the district's innovation schools. The findings provide insight into the logics that control how teacher unions and collective bargaining agreements are understood by proponents of autonomous schools and portrayed to the general public through media. The analysis explores how connections to power and status allowed some stakeholder groups to influence the board to revise the policy to one more favorable toward market-oriented school reform. In this case, the dominant narrative that emerged from the stakeholder feedback cycle was one in which the collective bargaining rights of teachers were positioned as a threat to autonomous schools' ability to provide "what's best for kids" in their classrooms.
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- 2023
32. Collateral Damage: Effects of the Pandemic on Academe, Continued. Higher Education. Volume 40, No. 1. Faculty Salary Analysis: 2021-22
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National Education Association (NEA) and Sue Clery
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In this 2023 NEA Special Salary issue, a post-pandemic look at faculty salaries in 2022. What was found, looking at federal data, is that U.S. faculty's purchasing power--that is the value of your salary, considering inflation--is at historical lows. All the gains that were made incrementally since the Great Recession of 2008 have evaporated in pandemic-related inflation. This year's analysis also shows persistent gaps in pay for HBCU faculty and for women, in general, who typically work in the lowest paid ranks in the lowest-paid types of institutions. On the bright side, this issue's Special Salary issue also points to one possible solution. The data shows clearly that faculty represented by unions are paid more. In other words, the solution to low pay can be found in the power of your voices, raised together, in union.
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- 2023
33. Public Support for Educators and In-Person Instruction during the COVID-19 Pandemic. EdWorkingPaper No. 22-575
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Annenberg Institute for School Reform at Brown University, Houston, David M., and Steinberg, Matthew P.
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In spring 2020, nearly every U.S. public school closed at the onset of the COVID-19 pandemic. Existing evidence suggests that local political partisanship and teachers' union strength were better predictors of fall 2020 school re-opening status than COVID case and death rates. We replicate and extend these analyses using data collected over the entirety of the 2020-21 academic year. We reaffirm that local political partisanship and teachers' union strength were reliable predictors of school re-opening decisions. We also demonstrate that Covid case and death rates were meaningfully associated with initial rates of in-person instruction. We show that all three factors--COVID, partisanship, and teachers' unions--became less predictive of in-person instruction as the school year continued. We then leverage data from two nationally representative surveys of Americans' attitudes toward education and identify an as-yet-undiscussed factor that predicts in-person instruction: public support for increasing teachers' salaries.
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- 2022
34. The Effect of Changes in Legal Institutions Weakening Teachers' Unions on Districts' Spending on Teacher Compensation
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Eunice Sookyung Han and Emma Garcia
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Purpose: The unanticipated changes in state legislation in Idaho, Indiana, Michigan, Tennessee, and Wisconsin in 2011-12 significantly restricted or entirely prohibited the collective bargaining rights of teachers. Considering these institutional changes as a natural experiment, we examine the causal impact of weakening teacher unionization on districts' spending on teacher compensation. Research Methods/Approach: We merge two nationally representative data sets from the United States: the Local Education Agency (School Districts) Finance Survey (F-33) and the Stanford Education Data Archive (SEDA) in 2009-16. We identify the effect of the institutional changes regarding teachers' unions by employing a difference-in-difference estimation and synthetic control method, exploiting district-level national data on spending on teacher compensation. Findings: We find that the antiunion institutional changes substantially reduced districts' spending on both teacher salaries and benefits. The negative impact is larger for the districts located at the bottom of the distribution of spending than for districts at the top. Implications: Our study suggests that the antiunion legal changes will raise income inequality among teachers, and the increased inequality in compensation among teachers may translate into greater performance gaps between students, if teachers receiving lower compensation are more likely to quit teaching or to move to districts that pay more. Therefore, the negative effects of the antiunion legal changes be even greater in the long run if the current trends persist.
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- 2024
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35. Creating a Conducive Teaching and Learning Climate at a Rural School in South Africa: The Management Team's Role
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Selaelo Maifala
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This article reports on an inquiry that explored how a school management team (SMT) in a rural school in Limpopo Province, South Africa, understood their role in creating a school climate conducive for improving teaching and learning. I used a qualitative case study design to investigate how their understanding informed their practices. A single high school was purposely selected, with all seven members of its SMT participating through semi-structured interviews, a focus group discussion, and each SMT member being observed for periods of one week. Teachers were also involved as information-rich participants, with six teachers sampled for a focus group discussion. My findings revealed that the SMT failed to create a conducive learning climate, owing to various barriers including the SMTs' limited understanding of their roles, lack of agency, teacher hostility and external forces such as teacher unions.
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- 2024
36. Privatization in Public Schools: New Jersey Communities in Conflict
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Barbara Previ
- Abstract
This dissertation explores the complex dynamics and conflicts surrounding the privatization of public school services in New Jersey. Through detailed case studies of multiple New Jersey towns, this dissertation examines how local school districts, grappling with funding challenges, consider outsourcing educational support professional roles to cut costs. The study delves into the contentious negotiations between school administrations pushing for privatization and labor unions defending public employees' jobs. Utilizing Bowers & Ochs' (1971) framework of agitation and control, the dissertation analyzes the tactical interplay between unions and school administrations, emphasizing the unions' strategic coordination with parents and the broader community to oppose privatization efforts. The research highlights the transformative role of unions in community organizing against privatization, shedding light on the broader implications for labor movements, public education organizing, and community development. This work contributes to the academic discourse on labor literature, community unionism, and the challenges facing public education in the face of privatization and fiscal austerity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
37. The Counternarratives of Unicorns Contending with an Oppressive Education System: How Four K-12 Principals of Color Use Their Community Cultural Wealth and Implications for Retention Strategies in Michigan School Districts
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Nechole Drake-McClendon, Kyron Harvell, and Cherlyn Tay
- Abstract
The Dissertation in Practice was conducted as a collaborative group as required by the Doctorate in Educational Leadership program. Although researchers have established the benefits of principals of color, there is a stark shortage in the pipeline, much of which is because of the oppressive experiences they have in K-12 education as leaders. In our qualitative research study, we focused on this dynamic. We explored the experiences of principals of color in K-12 education, focusing on the challenges they faced and the capitals they employed. We used Yosso's community cultural wealth (CCW) theoretical framework to address these challenges. Findings from this study expand upon the existing literature by highlighting the prevalence of cultural, structural, and intersectional oppression encountered by principals of color. Besides, we highlight the pivotal role of various forms of capital, such as social (e.g., MEMPSA, NAACP, and union leaders), familial (e.g., mother, brother, and wife), resistant, and linguistic (e.g., neighborhood language) capital, in enabling principals of color to resist, persist, and thrive despite oppressive experiences. The implications of our study call for targeted interventions and support mechanisms within school districts to better support principals of color by disrupting structural, cultural, and intersectional forms of oppression. We recommend creating an inclusive district-wide culture, providing mentors empathetic to the needs of principals of color and opportunities to expand their professional networks, and ensuring they have access to union representation and our knowledge about contractual employment agreements. We also suggest that districts provide support wellness resources to assist principals of color in their plight. By investing in these resources and fostering supportive environments, school districts can enhance the retention and success of these unicorns. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
38. 100 Years of Inequality?: Irish Educational Policy since the Foundation of the State
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Judith Harford, Brian Fleming, and Áine Hyland
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2022 marks one hundred years since the foundation of the Irish State, and thus an appropriate time in which to reflect on how educational policy has shaped the nation over the course of a century. This article examines one hundred years of education policy through an equality lens, asking how the concept of educational equality has been understood, fostered and mediated. Framing policy implementation across three defined periods, 1922-1959, 1960-1980 and 1981-2022, it argues that with the exception of a brief window which occurred during the 1960s, education policy has not been underpinned by rigorous policy formation based on considerations of social justice.
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- 2024
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39. The Self-Sought Professional Learning Experiences of Secondary School Teachers in Malta
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Ritianne Bezzina and James Calleja
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With the introduction of the sectorial agreement signed between the Maltese Government and the Malta Union of Teachers in 2017, Maltese teachers have been incentivised to accelerate their salary scale progression following engagement in self-sought professional learning. The theory of affordances was applied in this mixed-methods research to explore the importance attributed by secondary school teachers towards self-sought learning. Following data collection of 166 questionnaires and 14 teacher interviews, quantitative and qualitative data were analysed using SPSS and MAXQDA respectively. Results suggest that while the majority of teachers are intrinsically motivated to pursue self-sought professional learning, they seek incentives and, in particular, monetary support. Other important barriers that hinder teachers in furthering their professional learning beyond school hours are family responsibilities and lack of time. This study provides insights into teachers' conceptualisations of professional learning and implications for teacher education.
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- 2024
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40. The Contestation of Policies for Schools during the COVID-19 Crisis: A Comparison of Teacher Unions' Positions in Germany and Australia
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Bernard Brown and Rita Nikolai
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This paper examines school management and policies in Germany and Australia during the COVID-19 pandemic. The study, which is comparative and qualitative, explores the interrelationship between different levels of governance and the responses of teacher unions. The inquiry is informed by the perspectives of historical institutionalism and path dependency, and the document analysis is conducted by utilising the justification categories of value, collective, and formal and procedural driven arguments. We argue the contestation which occurred between different levels of school governance and the teacher unions amidst the pandemic created the potential for changes in policy settings and influence over the administration of schooling. However, there is no indication of fundamental shifts in the organisation, policy direction or control over schooling in Germany or Australia. Instead, there is a conformity to established institutional arrangements and path dependencies, which secure and protect the vested interests of the different policy actors.
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- 2024
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41. 'Unmeasured' and Never-Ending Working Hours in UK Higher Education: 'Time' for Workers, Unions and Employers to Reinterpret the Law?
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Alastair Michal Smith
- Abstract
Higher Education staff in the United Kingdom (UK) work long hours to complete their duties. In a 2021 survey, staff reported a weekly average of 51 hours: a fact well understood to undermine health and educational quality. Yet, UK law sets a maximum working week of 48 hours, and failure to uphold this maximum is a criminal offence for employers. Seeking to understand this contradiction, the article reveals that staff are denied otherwise universal legal Health and Safety protection by the development and reinforcement of legal interpretation that assumes they have sufficient 'autonomy' to avoid overwork. As this is a position mutually constructed and accepted by both employers and unions, all efforts to reduce hours, including Industrial Action, have worked from this premise. However, critical analysis of university Terms and Conditions, against relevant jurisprudential developments, adds significant original value by questioning the validity of the status quo legal interpretation. Specifically, a landmark legal ruling against the UK by the European Court of Justice, and the resulting 2006 amendment to the UK Working Time Regulations, strongly suggests most University Terms and Conditions are legally noncompliant. As such, HE stakeholders should pressure powerbrokers involved in this omnipresent dispute to revisit the law: specifically with a view to re-establishing any fundamental rights of which they are currently illegitimately deprived. Where this was successful, empirically informed "weekly" workload modelling -- rather than irrelevant, abstract annual calculations -- would become a legally enforceable necessity for the benefit of staff and students alike.
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- 2024
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42. Special Education Teacher Retention and Attrition in Rural Schools: What Special Educators Report as Impacting Persistence
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Sabrina L. Brown
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This qualitative phenomenological study explored the factors Vermont rural special educators reported as impacting their persistence and what institutional barriers and supports they identified as needing. The complexities and challenges experienced by all teachers, special educators, rural teachers, and rural special educators informed the conceptual framework that guided this study. A purposeful sampling of Vermont's rural special educators included an open-ended confidential survey and one-to-one semistructured interviews conducted between October 2023 and December 2023. Through coding, sorting, and constant comparative analysis, the interview transcriptions and survey data were analyzed to identify themes. The study uncovered insights on what rural special educators identified as enjoyable in their role, the barriers/challenges they faced, and the institutional factors they need from their supervisory unions to persist. Participants identified that work environment, noninstructional tasks, job design, and resources affected their well-being as rural special educators. Strategies for increasing special educator retention in rural communities are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
43. Struggle as a Precondition for Changes in Educational Policy: A Bourdieusian Text Analysis of a Conflict between Legislators and the Danish Teachers' Union
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Ronni Laursen
- Abstract
This article analyses the introduction of a mandatory learning management system (LMS) in Danish primary and lower secondary education. By thinking with Bourdieu's concepts of field, capital and habitus, the study analyses key policy texts to identify the embedded logics that structure the field of education, reflecting relationships of domination and struggle and explores how these logics and conflicts influence process of policy change. A historical analysis of the conflict between legislators and the Teachers' Union (TU) in Denmark is conducted based on 21 policy texts published between 2005 and 2020. The findings indicate that human capital is the predominant logic structuring the field of education. Legislators use the logics of other fields such as economics to support this predominance. Moreover, the findings suggest that changes in educational policy are the result of a protracted struggle between legislators and the TU, with legislators making ongoing adjustments to policies based on pressure from the TU. These modifications can be seen as a political concession.
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- 2024
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44. 'It Gives Meaning and Purpose to What You Do': Mentors' Interpretations of Practitioner Action Research in Education
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Robert Henthorn, Kevin Lowden, and Karen McArdle
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This paper explores the experience of three mentors working with a group of 12 practitioner action researchers; practitioners who were recipients of an Action Research Grant (ARG) in a programme initiated and managed by the Educational Institute of Scotland (EIS). The EIS is a trade union, which represents over 80% of Scotland's teaching professionals. The paper draws on these experiences, the views of participants and the research literature, to illustrate how action research, particularly that which is mentored by experienced colleagues, can empower teachers and enhance their practice to make positive difference to their learners and beyond and so becomes participatory action research (PAR).
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- 2024
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45. Mapping, Reflecting, and Exploring Education for the Labour Movement: A Thematic Literature Review
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Jaeung Kim and Rebecca Tarlau
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This article offers a comprehensive thematic literature review on labour education, exploring the major contributions as well as some of the limits of this scholarship and future directions for researchers. Based on an analysis of 180 English-language publications from the 1960s until today, we find several general trends that we analyse as four broad themes in this literature: the politics of labour education; labour education in, through, and with formal educational institutions; the pedagogy of labour education; and labour education, globalisation, and transnational solidarity. Identifying some of the gaps in the existing scholarship, we propose several future directions for research on labour education: connecting social movement scholarship and the labour education literature; labour education programmes that centre intersectionality, namely themes such as gender justice, anti-racism, and disability; labour education through solidarity with other social movements, such as the environmental movement; and labour education programmes led by different types of labour organisations beyond trade unions. Overall, this article contributes to our understanding of how labour education can strengthen the labour movement, reduce inequality, and promote decent work for all.
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- 2024
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46. Openness to Change and Academic Freedom in Jordanian Universities
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Hytham M. Bany Issa, Zohair H. Al-Zoubi, and Omar T. Bataineh
- Abstract
This study aimed to assess the degree of openness to change among the faculties of educational sciences in Jordanian universities and its correlation with academic freedom, as perceived by faculty members. Additionally, it sought to identify whether there were statistically significant differences in the levels of openness to change and academic freedom based on variables such as gender, academic rank, university, and country of graduation. The study employed a descriptive correlational approach, involving 407 faculty members from the faculties of educational sciences in Jordanian universities during the first semester of the academic year 2021/2022. The study found a moderate level of openness to change and academic freedom, with a strong correlation between the two. No significant gender-based differences were identified, but Arab university graduates displayed higher levels. Hashemite University professors and associate professors emphasized these aspects more than counterparts at other Jordanian universities and different academic ranks. The results highlight the need for increased societal awareness, particularly within the educational community, about the importance of various freedoms. Additionally, the study recommends heightened awareness of the role of unions and institutions for Jordanian university faculty members, aiming to improve their scientific and social conditions.
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- 2024
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47. Teachers beyond the Classroom: Evidence on Union Action, Leadership, and Coaching Effectiveness
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Michelle Doughty
- Abstract
The three articles that comprise this dissertation examine different ways that current teachers can express leadership outside of their classrooms, through labor activity and within-school instructional leadership. I use descriptive and quasi-experimental quantitative analysis to examine which teachers take on these roles, their effectiveness, the effects of leadership programs, and the aftermath of teacher activism. In 2018, a wave of educator strikes called Red for Ed swept through several states. Educators in Arizona won additional funding from the state legislature, supposedly for teacher salaries, which school boards could spend as they saw fit. This paper quantitatively examines the participation and results of the 2018 Arizona educator strike, using this example to speak to theoretical work on types of union activity. I find that after the strike, per-pupil funding, teacher salaries, and student support staff salaries all increased. However, post-strike funding was added to Arizona's pre-existing funding formula, which already advantaged the small, rural, predominantly White districts whose educators were less likely to go on strike. Educators who went on strike thus received less money for their districts and smaller raises than non-participating educators, showing that despite its gains, Red for Ed was unable to challenge deeper structures in Arizona education. Teacher coaching programs have shown promising effects on student achievement, but these effects vary substantially across programs and context and seem susceptible to problems of scale. Additionally, the effect of coaching on teacher retention are not known. In this paper, we evaluate Teacher Leadership and Collaboration (TLC), a large-scale program in which current teachers are released from the classroom part-time in order to coach and evaluate other teachers. TLC was rolled out across a single urban district in five cohorts of schools and eventually reached over 1,000 teacher-coaches and over 6,000 mentee teachers, presenting a unique opportunity to study the effect of large-scale coaching on teachers and students. We use a difference-in-differences approach with modified estimators to account for the staggered roll-out to estimate the effects of TLC implementation on a school's average teacher retention and student achievement. With a minimum detectable effect of 5 percentage points in teacher retention and 0.05 standard deviations in test scores, we find no effect of TLC on teacher retention or student test scores. Teacher coaching has the potential to improve instructional quality and student learning, but there are concerns about developing and maintaining enough high-quality coaches to take coaching programs to scale. In this paper we take up the issue of coach quality in a large-scale teacher coaching program (over 1,000 coaches supporting over 6,000 teachers) that releases current teachers from half their time in the classroom to coach newer or struggling teachers. We examine the properties, assumptions, correlations, and predictors of five measures of instructional coach quality, in order to explore the coach quality issue that is crucial to scaling instructional coaching. We consider three professional ratings of coaches, including assessments from school leaders, mentee teachers, and self-assessments from the coaches themselves. Additionally, we construct measures of a coach's value-added to their mentee teachers' observation scores and those teachers' students' test scores. We find correlations within professional ratings from different members of the school community, and correlations between value-added to teachers' observations and to teachers' students' ELA test scores. However, there are no statistically significant positive correlations connecting these professional ratings to value-added, reflecting both the imprecision of value-added and the possibility that improving teachers' instruction may be a different domain of coaching than building relationships and assisting the school as a whole. Additionally, we find that more effective teachers who become coaches tend to be more highly rated by their school leaders and mentee teachers, but do not necessarily have higher value-added. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2024
48. School Principal Perceptions of Teacher Underperformance
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Jeffrey Michael Hutchinson
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This study attempted to understand the school principal's perception about the characteristics, attitudes and behaviors of teachers who may be operating on the fringes of proficient performance. In addition, this study attempted to understand if the demographics of the school principal and the school could play a role in the type of characteristics that principals valued. Furthermore, this research also focused on the strategies principals used to address underperformance and barriers that may have faced as they attempted to address instances of teacher underperformance inside the schools they led. This study included a large sample of 410 school principals in the state of Pennsylvania from over 200 school districts. Findings indicate that school principals valued a lack of classroom management, and poor teacher pedagogical skills and subject matter knowledge as strong indicators of underperformance. Principals also identified the use of continued formal documentation and formal improvement plans as strategies to address underperformance. In addition, principals often identified that a lack of time to work with underperforming teachers was a significant barrier as well as protections from teacher unions and a perceived lack of support from the school superintendent and school board. In total, this research has implications for both school district leadership and school leaders. The voice of the principal is an important voice to be heard particularly when it relates to teacher quality and addressing teacher underperformance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2024
49. Advice from the Principal's Desk: 5 Pillars of School Leadership
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David Franklin and David Franklin
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"Advice from the Principal's Desk: 5 Pillars of School Leadership" is a fresh, new take on school leadership from award-winning former school administrator and professor of education Dr. David Franklin. In the book, you'll find the tools and strategies that veteran school administrators need to succeed in their roles. You'll learn how to increase attendance and parental involvement in student affairs, minimize suspension, navigate budget cuts, and more. The author explores five key areas that school leaders cannot neglect and examines how busy school leaders should spend their extremely limited time. You'll also discover: (1) Strategies you can deploy to best support your students and other stakeholders; (2) How to navigate the often-conflicting demands of parents, teacher unions, and governing bodies; and (3) How to best use and implement technology to support your work and create a positive and productive school environment. An ideal resource for current and aspiring K-12 principals and school administrators, "Advice from the Principal's Desk" is packed with the research, real-world examples, and practical techniques that education professionals need to improve the results of their leadership.
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- 2024
50. Parents' Resistance to Standardized Testing in a Highly Centralized System: The Emergence of an Opt-Out Movement in Israel
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Sabag, Noy and Feniger, Yariv
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This paper discusses the emergence of an opt-out movement in Israel led by parent associations at local and national levels. The protest targeted the use of a national standardized test, the Meitzav. Analyzing media coverage of this movement and informed by the theoretical arguments of the Advocacy Coalition Framework, the study suggests that by forming a coalition with the Teachers' Union, parents proclaimed their right to a role in education policymaking in a highly centralized system. The coalition was successful in that it influenced the Ministry of Education to postpone the tests and form a special committee to reevaluate the national assessment policy. The Israeli case enhances our understanding of opt-out movements in different educational and institutional contexts.
- Published
- 2022
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