A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Goddard, Yvonne L.; Goddard, Roger D.; Tschannen-Moran, Megan
Titel	A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools
Quelle	In: Teachers College Record, 109 (2007) 4, S.877-896 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
Schlagwörter	Urban Schools; Elementary Schools; Mathematics Achievement; Teacher Collaboration; Educational Change; Educational Improvement; Teacher Surveys; Student Surveys; Grade 4; Reading Achievement; Improvement Programs + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Grundschule; Volksschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lehrerkooperation; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Schülerbefragung; School year 04; 4. Schuljahr; Schuljahr 04; Leseleistung; Effizienzsteigerung
Abstract	Background/Context: A review of the literature demonstrates that schools are frequently called upon to improve by developing high levels of teacher collaboration. At the same time, there is a paucity of research investigating the extent to which teachers' collaborative school improvement practices are related to student achievement. Purpose/Objective/Research Question/Focus of Study: The purpose of this study was to review the literature and empirically test the relationship between a theoretically driven measure of teacher collaboration for school improvement and student achievement. Setting: The data for this study were drawn from students and teachers in a large urban school district located in the midwestern United States. Population/Participants/Subjects: The population for this study came from the elementary schools in one large midwestern school district. Survey data were drawn from a sample of 47 elementary schools with 452 teachers and 2,536 fourth-grade students. Research Design: Hierarchical linear modeling (HLM) was the primary analytic method. Survey data were collected approximately 2 months before students took the mandatory state assessments, which provided the scale scores that served as dependent variables in this research. HLM accounted for the nested nature of the data (students nested in schools). This was a naturalistic study that employed secondary data analysis. There was no intervention, treatment, or randomization. Naturally occurring differences in teachers' levels of collaboration were measured, and statistical controls for school social context were employed. At the student level, the study employed controls for children's social and academic backgrounds. Data Collection and Analysis: Data were obtained from teachers and students in the sampled schools. Teacher data were obtained via a survey assessing teacher collaboration. Student data were obtained from the central administrative office of the school district for all students who attended sampled schools during the year in which we surveyed teachers. Findings/Results: Results of HLM analyses indicate that fourth-grade students have higher achievement in mathematics and reading when they attend schools characterized by higher levels of teacher collaboration for school improvement. Conclusions/Recommendations: The authors suggest that the results provide preliminary support for efforts to improve student achievement by providing teachers with opportunities to collaborate on issues related to curriculum, instruction, and professional development. The authors also discuss the need for more research on the effects of different types of collaborative practices using more representative samples. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10