Research tends to investigate teacher collaboration as a single construct and thus, information about the benefits that can be drawn from specifics form of collaboration are unknown (Reeves et al., 2017). 3:55. doi: 10.3389/feduc.2018.00055, Mostafa, T., and Pál, J. Teacher Collaboration. Factor loadings for the complete model can be seen in Table 3. Scheerens, J. Teacher College Record, 109(4), 877 – … Teach. Bull. Teach. ): Fundamentals of Educational Planning, 68. In a study conducted in three schools in Norway over a single year, Svendsen (2016) found out that through collaboration practices, teachers were able to adopt a new teaching form called “inquiry-based science teaching,” which in turn allowed teachers to gain confidence, think critically and reflect about their teaching practices. Portlant, OR: Department of Psychology, Portland State University. Some of these aspects, such as student achievement, are currently in an emergence phase and thus require more investigation to expand the knowledge base about which specifics forms of collaboration can influence them. What is Going on in Finland? The need to reach a consistent definition is well-documented in the literature (cf. This is carried out through simultaneous analyses such as confirmatory factor analysis, linear regression and path estimates (cf. Borko, H. (2004). This includes the responsibility to implement accommodations for students as well as the responsibility to ensure the achievement of the students' goals. Graham, 2007), and improvement of instructional quality (cf. (2013) write that a definition of teacher collaboration “is elusive, inconsistent, and often theoretical” (p. 443). 40, 161–181. Collective responsibility for learning and its effects on gains in achievement for early secondary school students. 109, 877–896. 33, 3–15. Psychometric Theory 3rd Edn. [Motivational Conditions of Teacher Collaboration. Qualitätskontrolle und qualitätssicherung in schule und unterricht. When those relationships are damaged, student well-being may be affected, leading to academic and behavioral problems. Available online at: https://digitalcommons.lsu.edu/gradschool_disstheses/5581 (accessed March 11, 2019). Collaboration among teachers is a force that positively influences the whole school community. Jackson and Bruegmann, 2009; Hochweber et al., 2012). 21, 315–336 doi: 10.1080/09243453.2010.486586. Future studies should investigate teacher collaboration as a construct that encompasses more than one form, only then can precise information be drawn about the structures, mechanisms and effects surrounding these practices, which in turn allow teachers, principals, and other participating actors to develop better collaborative practices. Thus, by analyzing the representative German sample from PISA 2012, we expand the existing literature by investigating the effects that three forms of collaboration [instruction-related (IRC), project-related (PRC) and organization, performance, and problems-related (ORC)] have on student achievement as measured by grades from the subjects of mathematics, German language, biology, physics and chemistry. 3. School J. (2006) propose a model of teacher collaboration with three specific forms of collaboration: exchange, synchronization, and co-construction. Goddard et al., 2010; Lara-Alecio et al., 2012). Interprofessionelle Lehrkraftkooperation im inklusiven Unterricht aus der Perspektive der Schülerinnen und Schüler. Hypothesis testing was conducted at significance level of p < 0.05. School Improv. A Beginner's Guide to Structural Equation Modeling. 6, 56–83. Proponents of teacher collaboration believe that teachers working together have a positive impact on each other and contribute naturally to school improvement. doi: 10.1080/00098655.1982.10113746. (1997). DuFour et al. Teacher collaboration as professional development in a large, suburban high school (Dissertation). Furthermore, Scheerens (2000) points out that most of the data on school effectiveness has been gathered in American elementary schools (p. 44). Williams, M. L. (2010). A Study of Collaborative Consultation versus Traditional Methods of Special Education Service Delivery (LSU Historical Dissertations and Theses). Little, J. W. (1990). Graham, P. (2007). Teach. Puchner and Taylor, 2006), increased teaching effectiveness (cf. Equ. Louis, K. S., Dretzke, B., and Wahlstrom, K. (2010). “Kooperation,” in Lexikon der Politischen Bildung, Vol. Methods Psychol. Although from our analysis, the effects of the three forms of collaboration on student achievement were non-significant, the direction of the relationships were as expected. It consists of a measurement model that defines the latent constructs and a structural model that defines the relationships among the latent variables (Bollen, 1989). Berufsverständnis und Schulentwicklung: ein Passungsverhältnis? Struct. Teacher Education and Special Education, 20 (4), 340 359. Schoolteacher: A Sociological Study. Am. Eine empirische Analyse der Zusammenrarbeit im Projekt “Ganz In”. (2010) found a significant direct positive effect on student achievement in the subjects of mathematics and reading as well as an indirect effect of shared instructional leadership on student achievement only when mediated through collaboration. There are a number of challenges in using group-based tasks to assess collaboration. Improving School Effectiveness. Friend, M., and Cook, L. (2009). Increasing their effectiveness and resource knowledge is a straightforward way teachers can increase their students’ chances for academic success. doi: 10.1080/13803611.2013.795118, Keywords: teacher collaboration, student achievement, causal inference, Germany, PISA 2012, structural equation model, Citation: Mora-Ruano JG, Heine J-H and Gebhardt M (2019) Does Teacher Collaboration Improve Student Achievement? Sälzer, C., and Prenzel, M. (2013). Collaboration implies a willingness on the part of the team members to change the way services are delivered by Available online at: http://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2003/2003_01_01-Bildungsbericht-erste-Befunde.pdf (accessed June 6, 2015). Principal leadership long-term indirect effects on learning growth in mathematics. Our goal was to investigate to what extent the three forms of teacher collaboration proposed by the German teacher questionnaire from PISA 2012 influence student achievement. Improving impact studies of teachers' professional development: toward better conceptualizations and measures. Paris. Collaboration among teachers is a force that positively influences the whole school community. Springer), 961–288. Contributions to the discussion about school quality. Psychol. (2017), as part of the OECD project Measuring Innovation in Education identified teacher collaboration (measured in forms of peer observation and discussion with peers) as a factor that fosters student scores. Offers opportunities for feedback and refection 7. PISA employs a multi-layered (stratified) probability sample from a list of all schools provided by the 14 Land Statistical Offices in Germany. Model. Esslinger, I. Ditton (2000) places teacher collaboration (at the instruction level) as a factor in a model for school quality. A study of teacher collaboration in a dependent school-within-school: How do teachers perceive their collaborative process and its effect on instruction? Tucker, L. R., and Lewis, C. (1973). This Article is brought to you for free and open access by CORE Scholar. However, because of its relatively recent emergence, empirical evidence of the effects of teacher collaboration on student achievement is limited (Moolenaar et al., 2012). In turn, effective professional development (PD) is needed to help teachers learn and refine the pedagogies required to teach these skills. Upper Saddle River, NJ: Prentice Hall. Multivariate Data Analysis, 7th Edn.New York, NY: Pearson. The third form of collaboration [organization, performance, and problems related (ORC)] was the only form that had a positive influence on student achievement (SA) (standardized coefficient = 0.06). Effective Teacher Professional Development. Furthermore, it is considered a central element for the effective implementation of educational standards (Trumpa et al., 2016). Dattalo, P. (2013). Perspectives on Individual Differences, eds J. R. Nesselroade and R. B. Cattell (Boston, MA: Springer), 317–335. Retrieved from: https://afse2015.sciencesconf.org/58706/document. Marsh, H. W., Hau, K.-T., and Wen, Z. Project-related (PRC) which include aspects related to the planning of lessons as well as the preparation of written exams and the joint planning and implementation of lessons which encompasses peer observation as well. Schacter and Thum, 2004; Hidalgo-Cabrillana and Lopez-Mayan, 2015). For instance, Goddard et al. Teacher Collaboration in german schools: do gender and school type influence the frequency of collaboration among teachers? Supports collaboration, typically in job-embedded contexts 4. Published online: 20 Oct 2020. 23, 411–430. Methods 9, 194–201. This goal is made easier through special education collaboration. That is, only the third form of collaboration (ORC) were positive. They argued that an increase in the quality of collaboration can lead to school improvement and showed that student achievement is higher in schools with strong collaborative environments. On Common Ground: The Power of Professional Learning Communities. “Goodness of fit in structural equation models,” in Multivariate Applications Book Series. doi: 10.1002/9781118619179. Educ. (1991). [Interprofessional teacher cooperation in inclusive education from the perspective of students.]. In this article, "Research Shows Teacher Collaboration Helps Raise Student Achievement," researcher Carrie Leana writes about the missing link in school reform: teacher collaboration. J. ein überblick zum stand der empirischen forschung. doi: 10.1002/tea.21031, Lee, V. E., and Smith, J. In a series of interviews with master teachers, a reporter finds that certain intangible qualities matter more than the best tactics. Secondly, the Kaiser-Meyer-Olkin measure of sampling adequacy was 0.916 falling in the range that Kaiser (1974) defined as “marvelous.” The Bartlett's test of sphericity was significant, χ2 (136) = 10,297.8, p < 0.05. Final measurement model with standardized values and regression weights. Given that student achievement data contained missing values and that AMOS does not provide the full information maximum likelihood estimation, the SRMR was not calculated for the final model. Student achievement is measured through the retrieved students' grades in the first half year of the academic period 2011/2012 in the subjects of mathematics, German language, biology, physics, and chemistry. Am. We conducted exploratory and confirmatory factor analysis to test the factorial validity of the instrument. Lehrerkooperation und die Effektivität von Lehrerfortbildungen. These positive effects will improve their quality as professionals and as Hattie (2003) suggests, teacher quality alone accounts for 30% of the variance in student performance. (2015) in 336 Miami-Dade County public schools indicated strong correlational and possibly causal effects “of collaboration on teachers' and schools' effectiveness at improving student achievement” (p. 508). doi: 10.1207/s15328007sem1103_2, Meirink, J. First, given the inherent limitations of the data we used, only a direct effect of teacher collaboration on student achievement could be modeled. A. A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Within the field of education, collaboration comes in many guises: teacher collaboration in the classroom (peer teaching/team teaching), collaborative learning among learners themselves, collaborative research, and collaborative curriculum development, to name some of the most common. Friend, M., and Cook, L. (1992). Organization, performance, and problems related (ORC) covering aspects such as strategies to help students based on their academic performance within and across subjects as well as strategies to dealing with homework (Frey et al., 2009; Mora-Ruano et al., 2018). : Klinkhardt. This definition lays the foundations for later expanded definitions such as occupational and organizational psychology (Piepenburg, 1991; Spieß, 2004), political education (Reinhardt, 2000), or pedagogic-oriented (Esslinger, 2002). (2017) suggest that through collaboration, teachers may have more time to reflect on their teaching practices and thus, assess if what they are doing works and accordingly change or reinforce their actions and behaviors in the classroom. Heidelberg: Springer-Lehrbuch if our ultimate destination as educators is student achievement teaching effectiveness ( cf factor to! That dealt with outcomes related to student achievement from a list of all schools provided by the 14 Land Offices... Teachers away from isolation towards collaboration the Annual Meeting of the final model in ” een Instrumentarium Behoeve... “ Ganz in ” this because the items W., and Pröbstel, C., ORC!: conventional criteria versus new alternatives some Clarifications and Recommendations on fit [! As workplace conditions: a journey to the three forms of collaboration: good for others direct positive effect student!, sharing responsibilities, providing feedback and … teacher collaboration from Mora-Ruano et al is brought you. Teaching Around the World: What teacher educators and researchers should know through teacher collaboration,,. ' perceptions of teamwork in Inclusive classrooms at elementary and secondary schools that teachers working together a... Goodness of fit in structural equation modeling in practice: a Match? ] the persistence of privacy autonomy! Is distinct, yet they share common features hargreaves, A. R. ( 2006 ), 91 for as., Thompson, B., and Pröbstel, C. K., Moosbrugger, H. ( ). All of them resulted in an acceptable value the Example of teacher collaboration has increasing!, synchronization, and Müller, H. ( 2003 ) public school Setting this dataset in order to test factorability... 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