NEA Views on Teacher Strikes

1969 ◽  
Vol 45 (8) ◽  
pp. 435-437
Author(s):  
Elizabeth D. Koontz
Keyword(s):  
Teacher Strikes

scholarly journals Mobile Learning During School Disruptions in Sub-Saharan Africa

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110148
Author(s):  
René F. Kizilcec ◽  
Maximilian Chen ◽  
Kaja K. Jasińska ◽  
Michael Madaio ◽  
Amy Ogan
Keyword(s):  
Early Literacy ◽  
Mobile Learning ◽  
National Curriculum ◽  
Text Message ◽  
Learning Technologies ◽  
Sub Saharan Africa ◽  
Formal Schooling ◽  
School Closures ◽  
Teacher Strikes ◽  
Sub Saharan

School closures due to teacher strikes or political unrest in low-resource contexts can adversely affect children’s educational outcomes and career opportunities. Phone-based educational technologies could help bridge these gaps in formal schooling, but it is unclear whether or how children and their families will use such systems during periods of disruption. We investigate two mobile learning technologies deployed in sub-Saharan Africa: a text-message-based application with lessons and quizzes adhering to the national curriculum in Kenya (N = 1.3 million), and a voice-based platform for supporting early literacy in Côte d’Ivoire (N = 236). We examine the usage and beliefs surrounding unexpected school closures in each context via system log data and interviews with families about their motivations and methods for learning during the disruption. We find that mobile learning is used as a supplement for formal and informal schooling during disruptions with equivalent or higher intensity, as parents feel responsible to ensure continuity in schooling.

Teacher strikes: Their causes and their impact

1968 ◽  
Vol 7 (3) ◽  
pp. 20-23
Author(s):  
Kenneth McLennan ◽  
Michael H. Moskow
Keyword(s):  
Teacher Strikes

scholarly journals The Diffusion of Contention in Contemporary China: An investigation of the 2014–15 wave of teacher strikes

2018 ◽  
Vol 52 (4) ◽  
pp. 1172-1193 ◽  
Author(s):  
SHENGPING CHANG ◽  
STEVE HESS
Keyword(s):  
Social Media ◽  
Media Coverage ◽  
Event Data ◽  
Contemporary China ◽  
Protest Movements ◽  
Teacher Strikes

AbstractThe article examines a wave of teachers’ strikes that spread across China during the autumn, winter, and spring of 2014–15. Looking at event data and social media coverage of the wave, it discusses how social media enabled protesters to carry out media-savvy campaigns that involved both online and offline tactics, draw inspiration from claimants in faraway protest sites, and emulate tactics, slogans, and symbols from other locations. The episode indicates that claimants in contemporary China are utilizing social media to break the geographic bounds of localized protests and, while falling short of nationally coordinated protest movements, are able to generate widespread, cross-regional protest waves that place greater pressure on subnational authorities to give in to protester demands. These cross-regional protest waves present a third category of ‘widespread’ protests in China that are distinct from parochial/localized protests and national protest movements.

Insufficient money and inadequate respect

2019 ◽  
Vol 57 (2) ◽  
pp. 152-166 ◽  
Author(s):  
Henry Tran ◽  
Doug Smith
Keyword(s):  
College Students ◽  
Empirical Studies ◽  
Beginning Teacher ◽  
Teaching Profession ◽  
Retirement Benefits ◽  
Teacher Salary ◽  
Content Type ◽  
Teacher Strikes ◽  
The Usa ◽  
Rural Teaching

Purpose The purpose of this paper is to examine the influence of financial factors on motivating college students to consider teaching in hard-to-staff rural schools. The role of perceived respectability of the profession was also explored. Design/methodology/approach This work relies on an explanatory sequential mixed-method design, that surveyed college students across all majors at a regional public university, then interviewed a subset of participants to improve understanding. Quantitative and qualitative results were compared and synthesized. Findings Results from an ordinal logistic regression demonstrate the importance of base salary, retirement benefits and respondents’ view of the respectability of the teaching profession as influential for their willingness to teach in the rural target school district. These findings were validated by the qualitative results that found perceptions of respectability had both a joint and separate influence with salaries. Results also demonstrate that most students were amenable to rural teaching and to lower starting salaries than their current chosen occupation, provided their individual minimum salary threshold was met ( x ¯ = 36 percent above the state average beginning teacher salary). Originality/value Few empirical studies exist that examine college student recruitment into rural hard-to-staff districts via a multimodal narrative. This study addresses this, focusing on college students across majors to explore both recruitment into the district and into the profession. This work is relevant considering the financial disinvestment in traditional public education and the de-professionalization of the teaching profession that has led to the recent season of teacher strikes in the USA.

The “Fed-up Taxpayer”

2017 ◽  
Author(s):  
Jon Shelton
Keyword(s):  
Public Education ◽  
Education System ◽  
Urban Poor ◽  
Teacher Unions ◽  
Budget Deficits ◽  
Public Education System ◽  
Teacher Strikes ◽  
The Public ◽  
Urban Teacher ◽  
American Cities

This chapter chronicles the new reality faced by urban teacher unions after the emergence of austerity regimes in many American cities. It charts teacher strikes in St. Louis (1979) and Philadelphia (1980 and 1981). In each case, teacher unions faced staunch taxpayer resistance to salary increases, and in the case of Philadelphia, a mayor who dealt with massive budget deficits by reneging on a collectively-bargained contract. As importantly, in Philadelphia, opponents of the “unproductive” urban poor and unionized teachers began to imagine market reforms of the public education system. The chapter concludes by documenting the emergence of vouchers in order to understand the mounting challenge of neoliberalism to American public education.

Teacher strikes and the courts

1985 ◽  
Vol 4 (2) ◽  
pp. 152-153
Author(s):  
Robert J. Thornton
Keyword(s):  
Teacher Strikes
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