Negoiated Learning: Union Contracts and Teacher Professional Development

Creator

Paul V. Bredeson

Files

Publisher

Arizona State University, University of South Florida

Publication Date

July 2001

Abstract

In this article, I report the results of an investigation that examined the impact of teacher union contracts on the development of professional learning communities in schools. There are three primary sources of data used in the study: 1) 100 written teacher union contract documents; 2) structured interview data from 21 educators (school superintendents, principals, directors of staff development, and teacher union representatives; and 3) focus group interview data from educational leaders in schools. ...

Extent

24

Volume

9

Issue

26

Language

English

Media Type

Journals (Periodicals)

Format

Digital Only

Identifier

E11-00223

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Bredeson, Paul V., "Negoiated Learning: Union Contracts and Teacher Professional Development" (2001). Education Policy Analysis Archives (EPAA). 84.
https://digitalcommons.usf.edu/usf_EPAA/84