||This thesis examines Act 88 as public educational policy, a legislative enactment designed to limit teacher strikes and to control collective negotiations in Pennsylvania's public schools. Between 1970 and 1991 Pennsylvania led the nation in teacher strikes. By 1992 a movement emerged to restrict annually protracted job actions. In response to this movement, the General Assembly enacted Act 88. Using Mitchell's (1984) four theoretical paradigms to analyze and explain the passage of the law as public policy--Structuralism, Functionalism, Exchange Theory, and Interactionism--this study demonstrates that Act 88 was formulated and adopted within a structuralist policy model. The goals of this educational policy measure are to end indefinite teacher walkouts and to safeguard Pennsylvania's public school system and children. But, Act 88 contains certain defects such as: (a) failure to provide any mechanism to end a strike completely, and (b) not forcing school districts and teachers' unions to reach a contractual agreement. However, the law has reduced the frequency and length of strikes throughout Pennsylvania, while promoting settlements between local school boards and teachers' unions.