Thesis (Ed. D.)--Teachers College, Columbia University, 1964. / Typescript; issued also on microfilm. Sponsor: Frederick D. Kershner, Jr. Dissertation Committee: Erling M. Hunt. Includes bibliographical references (leaves 197-224).

Thesis (M.A.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

<p> The power of union membership has declined in the United States substantially. Many manufacturers have moved many of their operations to new jurisdictions, to America&rsquo;s south and to other low wage countries, to take advantage of the tax incentives many jurisdictions have to offer in most instances, a nonunion workforce. Teachers&rsquo; unions have experienced other external factors, such as the results of Right to Work legislation, and the charter school movement.</p><p> This study researched the history of teacher labor union leadership and explored the internal and external factors that have affected unions over the past 50 years. This study included 3 research questions: (a) What are the qualities of an effective teach labor union leader? (b) What are the internal and external factors that have affected teachers&rsquo; unions for the past 50 years? Using the survey results and the literature, what model emerges that describes and effective teacher labor union leader? In spite of the adverse external factors that have affected teacher union members: the quality of labor union leadership has been a factor in the sustainability and strength of union membership.</p><p> The study found an effective teacher labor union leader must possess the following qualities: ability to collaborate, have a shared vision with the members of the organization, be influential, and possess an adaptive capacity, possess the intelligence to adapt to the internal and external factors that may impact their organization. An effective teacher union leader, must build and strengthen organizational capacity to alleviate member apathy and to increase member engagement.</p><p> Teacher union members must be able to identify the qualities of an effective teacher labor union leader and teacher union leaders must be able to know when they are effective. This study has suggested a systems model approach from the local school district to the State, CTA, as an assessment tool, where there is personal mastery, mental models, shared vision, team learning and systems thinking, where individuals are working together at their best in order to build capacity to continue to learn in order to create the results the members and the organization envision for the future.</p><p>

Thesis (Ph. D.)--University of Washington, 2007. / Includes bibliographical references (p. 132-140).

Thesis (M.S.)--University of Michigan, 1996. / Includes bibliographical references.

Thesis (M.S.)--University of Michigan, 1996. / Includes bibliographical references.

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Peter B. Easton, Florida State University, College of Education, , Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed Jan. 24, 2006). Document formatted into pages; contains xiii, 216 pages. Includes bibliographical references.

<p> Internships, externships, apprenticeships and co-operative education programs are all forms of experiential learning in a workplace setting that community colleges sponsor to enhance learning and career outcomes for their graduates. Previous studies have examined wage gains associated with co-op participation at the baccalaureate level, but no studies have quantified the gains to internship participation at the sub-baccalaureate level. </p><p> Guided by a framework that includes psychological and pedagogical perspectives and social, cultural and human capital theory, this study uses a mix of quantitative and qualitative methods to explore the benefits of internship and co-op programs at the sub-baccalaureate level for students and employers. Using a sample of 2,562 students provided by the Florida Education and Training Placement Information Program who graduated between 2006 and 2010, four separate statistical models analyzed the pre- and post-graduation wages for graduates of 10 occupationally-focused Associate of Science and Associate of Applied Science degree programs at community colleges in the State of Florida in order to measure the association between participation in an internship and co-op programs and wages earned in the first ten quarters after graduation. Brief cases at two of the community colleges explore in more depth the nature of the internship experience and reported benefits. </p><p> Only 14% of graduates in the sample participated in internships and 6% participated in co-ops, consistent with national averages for community college students, but well below the averages for students at the baccalaureate level. Both pre-graduation wages and internship participation are found to be significant predictors of post-graduate wages and an interaction effect exists between the two predictors. Internship participation is associated with a 10% greater increase in earnings during the 10 quarters after graduation as compared with students who do not participate in internship programs. Moreover, internships and co-op programs can be seen to help students with weaker pre-graduation wage history to partially &ldquo;catch up&rdquo; to their peers, although this &ldquo;catching up&rdquo; cannot overcome the advantage enjoyed by those students with high pre-graduation wages. </p><p> Regarding the qualitative findings, interns and employers perceive that internships provide meaningful human, social and cultural capital benefits to students which may boost their labor market success. Characteristics of successful internship programs include duration and number of hours, placement in a field consistent with a student&rsquo;s academic major, a rotational structure, active supervision, and clear communication by community college staff with interns and employers before, during and after the internship. </p><p> The findings of this study suggest that the benefits of internship sponsorship and participation outweigh the costs for students, employers and colleges. Variation in internship standards and practices across programs and institutions, however, may obscure our understanding of the outcomes described in the study and bear further investigation.</p><p>

This dissertation explores the political and organizational activities of the Tanzania Teacher Union (TTU). This study attempts to find an organizational model for teacher unions in Africa that will increase their ability to influence policies, taking the example of the Tanzanian Teacher Union. The study is based on data collected from an open ended questionnaire survey, documentation, the union, relevant literature, focus group interactions developed by the participants on their own, and from correspondence with union leaders. The data obtained have been subjected to a combination of document and content analyses. Results were triangulated by using a variety of sources including mass media, correspondence, union reports, minutes of various meetings, and articles written before the formation of the union. The union was analyzed using the theoretical model of Ofori-Dankwa (1993) that characterizes trade unions using two dimensions political and economic which define four paradigms for unions. From the data collected, the researcher concluded that the TTU belongs to the Low Political, Low Economic paradigm. Analysis of the goals of the union however, suggests that it would be more effective in achieving its goals if it moved toward the High Political, High Economic paradigm. The data revealed that the union has trouble addressing a variety of problems including salary/pension delays that make it difficult for members to pay their medical bills and devoting sufficient attention to the problem of HIV/AIDS among teachers. The data also indicated that there are no mechanisms to develop programs for institutionalizing in-service training for members. In addition, the union movement becomes the recipient of donor funding and unknowingly spends its own resources to support the donor driven projects. The union also lacks a mechanism for negotiating with the employer. There is resistance from the private employers and the government to provide such a legal system. Finally, an area for further research is to investigate linkages of unions with the educational systems and other agencies interested in basic education. These linkages are what make unions sustainable while bringing to focus the coordination of organizational activities. The union faces a choice: either to organize itself appropriately or die.

This qualitative case study examined the issues and concerns with preparing visually impaired people (VIP) for mainstream employment and their perceptions of the impacts of information and communication technology (ICT) accessibility on their personal and professional lives. The study focused on the experience of one Philippine-based non-governmental organization and their efforts to provide skills development and employment preparation support to VIP. Study findings discuss the organization's training program features, barriers to, enabling factors for, skills needed for employment, and the impacts of ICT accessibility. The transformation theory of adult learning provided the conceptual framework for the study and was used as the primary tool for analysis of findings. Conclusions highlight that while impacts have been positive over all, there is a need to increase VIP access to ICT across the socio-economic spectrum worldwide. Barriers to VIP employment need to be addressed, particularly related to employer attitudes towards hiring VIP. Concluding remarks additionally address implications for policy, practice and research.