MARC Record from marc_columbia

LEADER: 03590cam a22004093i 4500
001 15155969
005 20201126220129.0
006 m o d
007 cr |n||||a||||
008 201105s2020 nyu|||| om 00| ||eng d
035 $a(OCoLC)1222808292
035 $a(OCoLC)on1222808292
035 $a(NNC)ACfeed:legacy_id:ac:p5hqbzkh60
035 $a(NNC)ACfeed:doi:10.7916/d8-kwvr-2c57
035 $a(NNC)15155969
040 $aNNC$beng$erda$cNNC
100 1 $aSnyder, Jason.
245 10 $aFinding Time for Teacher Collaboration :$bA Content and Legal Analysis of the Role of Collective Bargaining in Teacher Collaboration Time /$cJason Snyder.
264 1 $a[New York, N.Y.?] :$b[publisher not identified],$c2020.
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
300 $a1 online resource.
502 $aThesis (Ed.D.)--Teachers College, Columbia University, 2020.
500 $aDepartment: Organization and Leadership.
500 $aThesis advisor: Michael A. Rebell.
520 $aIt is commonly observed that elementary and secondary teachers often work in isolation and that providing opportunities for teachers to work together helps improve student outcomes. But it can be difficult to find time for teacher collaboration, whether in professional learning communities, grade-level teams, or other collaborative groups. Given the extensive role of collective bargaining agreements in governing teachers’ hours and working conditions, this study explores the role of collective bargaining in creating time for teacher collaboration. Using legal and content analyses, the study examines scope-of-bargaining statutes in each state to determine the extent to which district and union leaders are required to bargain over teacher time. It also uses the content-analysis methodology to review how collective bargaining agreements from thirty-one of the nation’s largest school districts restrict or promote teacher time for collaboration. The study concludes that collective bargaining plays a considerable role in teacher collaboration time.
520 $aNot only do most states have statutes that require stakeholders to bargain to create opportunities for collaboration time, the resulting collective bargaining agreements directly and indirectly affect time for collaboration. These findings establish that in almost all states where collective bargaining is required, school officials and teachers cannot advance teacher collaboration without the assistance of collective bargaining. Moreover, success in creating collaboration time depends largely on how the collective bargaining agreements restrict or promote that time. In light of these findings, the study recommends that local leaders and state policymakers take steps to promote teacher collaboration through collective bargaining by (1) prioritizing and reducing teacher workload; (2) removing teacher duty-hour limits; (3) expanding noninstructional time, including through additional teacher-collaboration set-asides; and (4) involving school leadership in determining how noninstructional time is used.
653 0 $aEducational leadership
653 0 $aCollective bargaining--Teachers
653 0 $aSchool management and organization
653 0 $aTeams in the workplace
653 0 $aTeachers--Professional relationships
653 0 $aTeachers--Time management
653 0 $aProfessional development for teachers
856 40 $uhttps://doi.org/10.7916/d8-kwvr-2c57$zClick for full text
852 8 $blweb$hDISSERTATIONS