Journal ArticleDOI
Teacher Collaboration in Instructional Teams and Student Achievement.
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TLDR
This article found that teachers and schools that engage in better quality collaboration have better achievement gains in math and reading, and teachers improve at greater rates when they work in schools with better collaboration quality.Abstract:
This study draws upon survey and administrative data on over 9,000 teachers in 336 Miami-Dade County public schools over 2 years to investigate the kinds of collaborations that exist in instructional teams across the district and whether these collaborations predict student achievement. While different kinds of teachers and schools report different collaboration quality, we find average collaboration quality is related to student achievement. Teachers and schools that engage in better quality collaboration have better achievement gains in math and reading. Moreover, teachers improve at greater rates when they work in schools with better collaboration quality. These results support policy efforts to improve student achievement by promoting teacher collaboration about instruction in teams.read more
Citations
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Together we are better
TL;DR: Data analysis suggests that the anytime, anywhere availability of expansive PLNs, and their capacity to respond to educators' diverse interests and needs, appear to offer possibilities for supporting the professional growth of whole teachers.
Journal ArticleDOI
Instructional Coaching as High-Quality Professional Development.
Laura M. Desimone,Katie Pak +1 more
TL;DR: In this article, the authors conceptualized instructional coaching within a research-based framework for professional development consisting of five key features synthesized from cross-sectional studies, longitudinal studies, and literature reviews of experimental and quasi-experimental studies: content focus, active learning, sustained duration, coherence and collective participation.
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School organizational contexts, teacher turnover, and student achievement: Evidence from panel data
TL;DR: This paper studied the relationship between school organizational contexts, teacher turnover, and student achievement in New York City (NYC) middle schools using factor analysis, and found that improvements in school leadership especially, as well as in academic expectations, teacher relationships, and school safety are all independently associated with corresponding reductions in teacher turnover.
Journal ArticleDOI
Does teaching experience increase teacher effectiveness? A review of US research
TL;DR: This article found that teaching experience is positively associated with student achievement gains throughout much of a teacher's career, and as teachers gain experience, their students are more likely to do better on measures of success beyond test scores.
References
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Book
Schoolteacher: A Sociological Study
TL;DR: A new printing of Lortie's classic, including a new preface bringing the author's observations up to date, has been published by as discussed by the authors, which is an essential view into the world and culture of a vitally important profession.
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A review of research on the impact of professional learning communities on teaching practice and student learning
TL;DR: In this paper, a review of 10 American studies and one English study on the impact of professional learning communities on teaching practices and student learning is presented, and the collective results of these studies suggest that well-developed PLCs have positive impact on both teaching practice and student achievement.
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Teachers’ Professional Community in Restructuring Schools
TL;DR: In this article, the authors investigated the type of professional community that occurs within a school and investigated both the organizational factors that facilitate its development and its consequences for teachers' sense of responsibility for student learning.
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Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools
TL;DR: This paper examined the impact of school professional community on the intellectual quality of student performance (assessed using authentic measures) and on two dimensions of classroom organization, the technical (measured as authentic pedagogy) and the social support for achievement.
Journal Article
A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools.
TL;DR: In this paper, a review of the literature demonstrates that schools are frequently called upon to improve by developing high levels of teacher collaboration, and there is a paucity of research investigating the extent to which teachers' collaborative school improvement practices are related to student achievement.