High-Quality Collaboration Benefits Teachers and Students. Lessons from Research

Autor/in	Killion, Joellen
Titel	High-Quality Collaboration Benefits Teachers and Students. Lessons from Research
Quelle	In: Journal of Staff Development, 36 (2015) 5, S.62-64 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Instructional Effectiveness; Teamwork; Teacher Collaboration; Educational Quality; Academic Achievement; Teacher Improvement; Institutional Characteristics; Teacher Surveys; School Statistics; Teacher Attitudes; Statistical Analysis; Florida + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Lehrerkooperation; Quality of education; Bildungsqualität; Schulleistung; Lehrerverhalten; Statistische Analyse
Abstract	In this article, Joellen Killion highlights the methodology, analysis, findings, and limitations of Ronfeldt, M., Farmer, S., McQueen, K., & Grissom, J. (2015), "Teacher collaboration in instructional teams and student achievement," "American Educational Research Journal," 52(3), 475-514. Using sophisticated statistical analyses, researchers examined individual teacher-level and school-level collaboration to understand the nature and effects of teacher-to-teacher collaboration in instructional teams. When teachers engage in high-quality collaboration that they perceive as extensive and helpful, there is both an individual and collective benefit. High-quality collaboration in general and about assessment in particular among teachers is associated with increases in their students' achievement, their performance, and their peers' students' achievement. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01