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The article focuses on the extensiveness of participation in strikes and other forms of militant behavior in the U.S. Militant activities center in the two major teacher organizations: the National Education Association and the American Federation of Teachers. It can be argued that extensiveness of participation in teacher organizations is a precursor to participation in strike activities sponsored by such organizations. Participation contributes to an organizational solidarity; this solidarity often is a prerequisite for effective militancy. An additional reason for focusing on organizational activism lies in the expanded sample base such an approach affords. Two indicators of students' academic quality were also examined: teachers' estimates of the percent of the class capable of graduating from high school and the proportion of poor readers. Thus, examining only teacher activism in formal teacher organizations may not provide a complete picture of teacher activism. Future research must clarify the link between organizational activism and other forms of activism as well as the link between activism in general and educational outcomes.

Studies the influence of community environmental perceptions of teachers on union solidarity in a strike situation using typographical studies of local community environments in New York City. Incidence of pre-strike union membership; Differences between black and white teachers; Disagreements over ways to counter external hostility; Identification with the strike opponents rather than the union position.

The New York City school strike was more a struggle between ethnic communities than a labor-management dispute. Once the strike began, educational issues were displaced by ethnic power concerns. The pro-union forces attempted to close the schools while the pro-community control forces attempted to keep them open. Over the system as a whole, the probability of success for both sides was largely a function of the ethnic character of the neighborhood and the school. White ethnics exerted their influence within the school system while Blacks were most effective in working through the neighborhood. [ABSTRACT FROM AUTHOR]

Discusses several industrial relations cases in the U.S., compiled as of November 1967. Strike of automobile industry workers at Ford Motor Co.; Work stoppage by teachers; Pension plan for employees of Philadelphia Roman Catholic diocese.

Studies the history of and prospects for teachers' strikes in the United States. Nature of work stoppages by teachers prior to 1966; Duration and magnitude of teachers' strikes; Major labor issues raised by striking workers.

The article discusses the U.S. policy statement regarding student teachers assigned to schools in which a teacher strike has occurred. In a survey, twenty institutions has been adopting the policy statement at times of a teacher strike, another 42 institutions have been reported that a teacher strike is imminent at the time the strike policy has been formulated. According to the policy statement, the student teacher is a guest of the school district and as such must not express an opinion or advocate any position in cases of strikes or sanctions. Professional association leaders have suggested that student teachers be pulled out of the school district and be reassigned elsewhere in case of a strike.

Reports on the staging of a lockout strike by public school teachers who were members of the Philadelphia Federation of Teachers in Pennsylvania for the school year 1970-1971.