Teachers Unions and Dual Enrollment Policy in Collective Bargaining Agreements
Bibliographic Data
| ID | 21581806 |
|---|---|
| Authors | Dustin Hornbeck (0000-0002-2108-1220, The University of Texas at Arlington, corresponding author) |
| Year | 2023 |
| Volume | 37 |
| Issue | 2 |
| Pages | 339-358 |
| Publication date | 2023-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Policy (JOURNAL) |
| Journal identifiers | ISSN: 0895-9048 • E-ISSN: 1552-3896 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/08959048211015610 |
| OpenAlex | W3169919092 |
| Language | EN |
| References cited | 21 |
This study explores how teachers’ unions are responding to the growing policy of dual enrollment (DE). I reviewed all available collective bargaining agreements (CBAs) of public schools in Ohio, using qualitative content analysis to look for ways that CBAs are addressing DE policy. Analysis revealed four themes. The first theme suggests that teachers’ unions are incrementally bargaining provisions addressing DE into their CBAs. Of the 586 CBAs analyzed, 160 included provisions regarding DE. The three remaining themes centered around working conditions for teachers, including provisions related to monetary compensation, existential protection of bargaining unit members, and the protection of teacher time. Additionally, district typography was explored, revealing that wealthier/smaller school districts have bargained more teacher protections for DE than larger districts with less wealth. This study provides information about what might be of interest to teachers and policymakers when reforming DE policy
Collective bargaining · Content analysis · Economics · Labour economics · Policy analysis · Political science · Social science · Sociology · Parental Involvement in Education · Psychology · Public Administration · School Choice and Performance · Social Psychology · Teacher Education and Leadership Studies
| Highly cited | No |
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