The Bellevue Teachers Strike and Its Implications for the Future of Postindustrial Reform Unionism
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| Title: | The Bellevue Teachers Strike and Its Implications for the Future of Postindustrial Reform Unionism |
|---|---|
| Language: | English |
| Authors: | Jacoby, Daniel F., Nitta, Keith |
| Source: | Educational Policy. Jul 2012 26(4):533-563. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Teacher Strikes, Unions, Educational Change, Administrative Change, Centralization, Curriculum, Trust (Psychology), Professional Recognition, Teacher Participation, Semi Structured Interviews |
| Geographic Terms: | Washington |
| DOI: | 10.1177/0895904811417585 |
| ISSN: | 0895-9048 |
| Abstract: | Striking for nine days in 2008, teachers in Bellevue carved a distinctive path through the contradictory movements for professional reform unionism and national accountability. In addition to compensation, Bellevue's teachers struck over the top-down prescriptive management epitomized by the Gates Foundation supported "Curriculum Web." Where district administrators envisioned the web as a community resource, teachers complained that its detailed daily lesson plans hamstrung their ability to teach effectively. Teachers returned to work only when a memorandum of understanding was signed recognizing their authority to deviate from the district's web-based curriculum. To achieve reform minded goals, teachers relied upon traditional union militancy. (Contains 4 figures.) |
| Abstractor: | As Provided |
| Number of References: | 29 |
| Entry Date: | 2012 |
| Accession Number: | EJ973627 |
| Database: | ERIC |
| Abstract: | Striking for nine days in 2008, teachers in Bellevue carved a distinctive path through the contradictory movements for professional reform unionism and national accountability. In addition to compensation, Bellevue's teachers struck over the top-down prescriptive management epitomized by the Gates Foundation supported "Curriculum Web." Where district administrators envisioned the web as a community resource, teachers complained that its detailed daily lesson plans hamstrung their ability to teach effectively. Teachers returned to work only when a memorandum of understanding was signed recognizing their authority to deviate from the district's web-based curriculum. To achieve reform minded goals, teachers relied upon traditional union militancy. (Contains 4 figures.) |
|---|---|
| ISSN: | 0895-9048 |
| DOI: | 10.1177/0895904811417585 |
