Democracy and Reform in Public Schools
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A thought-provoking examination of how public education systems can be strengthened through strategic relationships both within schools and with outside partners.
In Democracy and Reform in Public Schools, Saul Rubinstein, Charles Heckscher, and John McCarthy apply their expertise in labor relations to public school reform. They envision a model of K–12 education that shifts away from the tenets of neoliberalism and centers on productive collaboration among school boards, school administrators, teacher unions, and other education stakeholders.
Providing evidence of the links between collaborative partnerships and improved student outcomes, Rubinstein, Heckscher, and McCarthy build on a rich body of research on interorganizational cooperation. They highlight case studies such as that of the New Jersey Public School Labor-Management Collaborative as leading examples of how better student performance, more intra-district learning and innovation, and reduced teacher turnover can be traced to greater educator collaboration. Citing examples not only from the K–12 educational sector but also from successful union–management partnerships in the automobile, steel, and telecommunications industries, they then identify proven strategies to foster collaborative partnerships at district, state, and national levels. They discuss techniques for forging new partnerships, sustaining collaborative efforts, and expanding the collaborative partnership model to larger scales.
This work expertly demonstrates how employment relations practices are antecedents to whole-system reform in schools.
In Democracy and Reform in Public Schools, Saul Rubinstein, Charles Heckscher, and John McCarthy apply their expertise in labor relations to public school reform. They envision a model of K–12 education that shifts away from the tenets of neoliberalism and centers on productive collaboration among school boards, school administrators, teacher unions, and other education stakeholders.
Providing evidence of the links between collaborative partnerships and improved student outcomes, Rubinstein, Heckscher, and McCarthy build on a rich body of research on interorganizational cooperation. They highlight case studies such as that of the New Jersey Public School Labor-Management Collaborative as leading examples of how better student performance, more intra-district learning and innovation, and reduced teacher turnover can be traced to greater educator collaboration. Citing examples not only from the K–12 educational sector but also from successful union–management partnerships in the automobile, steel, and telecommunications industries, they then identify proven strategies to foster collaborative partnerships at district, state, and national levels. They discuss techniques for forging new partnerships, sustaining collaborative efforts, and expanding the collaborative partnership model to larger scales.
This work expertly demonstrates how employment relations practices are antecedents to whole-system reform in schools.
Saul Rubinstein is a professor in the School of Management and Labor Relations at Rutgers University and director of the Collaborative School Leadership Initiative.
Charles Heckscher is a distinguished professor in the School of Management and Labor Relations at Rutgers University and codirector of the Center for the Study of Collaboration.
John McCarthy is an associate professor at Cornell University's ILR School, where he studies management and labor relations in U.S. public education.
Charles Heckscher is a distinguished professor in the School of Management and Labor Relations at Rutgers University and codirector of the Center for the Study of Collaboration.
John McCarthy is an associate professor at Cornell University's ILR School, where he studies management and labor relations in U.S. public education.