J. Educ. Bloomington, IN: Solution Tree. 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. A reliability coefficient for maximum likelihood factor analysis. A. doi: 10.1086/444122. Field, A. Hargreaves, A. J. Educ. (2003). PISA 2006: Skalenhandbuch. Pages: 202-203. Then it will explain the necessity of creating conditions that are conducive to collaboration. The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. As per OECD guidelines and German national regulations (KMK) no new ethics approval was required. Dattalo, P. (2013). Bosker, R. J., and Hendriks, M. A. “Strong teacher-student relationships have long been considered a foundational aspect of a positive school experience,” explains Clayton Cook, the lead author of the study and a professor at the University of Minnesota. Hattie, J. It has been accepted for inclusion in Electronic Journal for Inclusive Education by an authorized editor of CORE Scholar. doi: 10.5159/IQB_PISA_2012_v2, Puchner, L. D., and Taylor, A. R. (2006). In turn, effective professional development (PD) is needed to help teachers learn and refine the pedagogies required to teach these skills. Subsequently, a confirmatory factor analysis was conducted in order to test the factorial validity of the re-specified instrument, resulting in a better model than the original. Res. Byrne, B. M. (2016). Bull. MacCallum, R., Browne, M., and Sugawara, H. (1996). Implications for research and praxis are also presented and discussed. 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. Psychol. Res. “What helps teachers feel valued and satisfied with their jobs?” Teaching in Focus, No. Stanford, CA: Stanford Center for Opportunity Policy in Education. What Works Best in Education: The Politics of Collaborative Expertise. Given that “collaboration make teaching less stressful and more satisfying” (Burns and Darling-Hammond, 2014, p. ii) arguably teachers can focus on other aspects such as teaching practices, which in turn have considerable positive effects on student achievement (cf. The central role that teachers play every day at school is well documented in the literature. All this is in particular appropriate for our study, given that we want to investigate the effects that teacher collaboration has on student achievement. Table 1. Structural equation modeling allows to test statistically if there are “causal processes that generate observations on multiple variables [and] to hypothesize and specify in detail the process of interrelated effects operating among variables” (Bentler, 1988, p. 317). 4:85. doi: 10.3389/feduc.2019.00085. Programme for International Student Assessment 2012 (PISA 2012). doi: 10.1080/10705519909540118, Jackson, C. K., and Bruegmann, E. (2009). (2009). ], eds M. Keller-Schneider, S. Albisser, and J. Wissinger (Bad Heilbrunn: Julius Klinkhardt, 123–137. Figure 2. Psychol. Educ., 13 August 2019 “Standards für Die Lehrerbildung: Bildungswissenschaften,” in Beschluss der Kultusministerkonferenz vom 16.12.2004 i. d. F. vom 12.06.2014. 1, 85–108. Retrieved from: http://research.acer.edu.au/research_conference_2003/4/. Am. Vincent-Lancrin et al. Sälzer, C., and Prenzel, M. (2013). Multivariate Data Analysis, 7th Edn.New York, NY: Pearson. Datensatz. Vincent-Lancrin, S. G, Jacotin, J., Urgel, S., Kar, C., and González-Sancho (2017). Team teaching also cultivates collaboration between teachers and students. “Der Zusammenhang von Lehrerkooperation und Schulleistung - Zentrale Befunde und Perspektiven für die Forschung [The relationship between teacher collaboration and school performance - central findings and perspectives for research],” in Professionalität und Kooperation in Schulen. Analysis of Multiple Dependent Variables. doi: 10.1787/1ecdb4e3-en, Newsom, J. Teacher collaboration as professional development in a large, suburban high school (Dissertation). Is of sustained duration PLIC BRIEF APRIL 2016 Title | RESEARCH BRIEF MAY 2017 . Teach. Increasing their effectiveness and resource knowledge is a straightforward way teachers can increase their students’ chances for academic success. Psychol. Org. 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). “Causal modeling via structural equation systems,” in Handbook of Multivariate Experimental Psychology. Educ. National Staff Development Council. Given that the proposed structure resulted in an ill-fitting model, an exploratory factor analysis (EFA) was conducted to further investigate the adequate number of constructs and structure of this measure. 67, 227–236. 8, 23–74. Reliability of the scales were measured through Cronbach's α and all of them resulted in an acceptable value. 5581. doi: 10.1007/978-3-322-92140-6_4, Prenzel, M., Sälzer, C., Klieme, E., Köller, O., Mang, J., Heine, J.-H., et al. (1996). IRC α = 0.63; PRC α = 0.70, and ORC α = 0.71. Res. Reasons and theoretical basis are also provided justifying every step in the re-specifications. No use, distribution or reproduction is permitted which does not comply with these terms. Teacher isolation—loneliness in the classroom. According to Dufour et al. Jackson and Bruegmann, 2009; Hochweber et al., 2012). J. Res. Additionally, some studies have found a positive effect of teacher collaboration on student achievement (cf. doi: 10.3102/0002831215585562. An Empirical Analysis of the Collaboration in the Project 'Ganz In']. Contributions to the discussion about school quality. Another example of the high value placed on teacher collaboration can be found in the United States; Melanie Hirsh states that: “the system at the school level is supported by state and federal policies that encourage regular teacher collaboration […] and provides needed resources to give teachers time and opportunity to make this happen” (Darling-Hammond et al., 2009, p. 3). Schumacker, R. E., and Lomax, R. G. (1996). A Beginner's Guide to Structural Equation Modeling. Goddard et al. 21, 315–336 doi: 10.1080/09243453.2010.486586. A validation study of the teacher collaboration assessment survey. (2003). Almost 90 percent of the teachers surveyed said that the collaboration they find in working as instructional teams was helpful in improving student learning, according to the survey's conclusions. The communities that will be formed by working collaboratively will enhance teacher effectiveness and expertise (Hattie, 2015). We conducted exploratory and confirmatory factor analysis to test the factorial validity of the instrument. |, https://learningforward.org/docs/default-source/pdf/nsdcstudy2009.pdf, https://www.oph.fi/english/current_issues/101/0/what_is_going_on_in_finland_curriculum_reform_2016, http://research.acer.edu.au/research_conference_2003/4/, https://afse2015.sciencesconf.org/58706/document, https://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2004/2004_12_16-Standards-Lehrerbildung-Bildungswissenschaften.pdf, http://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2003/2003_01_01-Bildungsbericht-erste-Befunde.pdf, https://digitalcommons.lsu.edu/gradschool_disstheses/5581, Creative Commons Attribution License (CC BY). Evaluating the fit of structural equation models: tests of significance and descriptive goodness-of-fit measures. A Defining Relationship Using the Example of Teacher Cooperation]. “Lehrer [Teacher],” in Pädagogische Psychologie, eds E. Wild and J. Möller (Berlin; Heidelberg: Springer-Lehrbuch. Teacher collaboration: good for some, not so good for others. (1990). There are a number of challenges in using group-based tasks to assess collaboration. Final measurement model with standardized values and regression weights. Teach. Hair et al. Improving School Effectiveness. (2013). Collective responsibility for learning and its effects on gains in achievement for early secondary school students. As a special education teacher, you are responsible for every student on your caseload. *Correspondence: Julio Gregorio Mora-Ruano, juliogregorio.mora-ruano@tum.de, Front. Svendsen, B. Ditton, H. (2000). Finally, the Leibniz Institute for the Education of Natural Sciences and Mathematics (IPN) constructed three different forms of collaboration from the questionnaire for teachers used in PISA 2012 namely: Instruction-related (IRC) which involve elements related to the preparation and development of didactical skills. (2010) argue that the majority of the existing literature investigates the effects on teachers and not on students. Stud. (2018) and on the other hand, the three forms of collaboration described above. Econ. Graham, P. (2007). Parent–teacher communication is essential if a collaborative relationship is to be established. Goddard, Y. L., Goddard, R. D., and Tschannen-Moran, M. (2007). The fact that the other two forms of collaboration (IRC and PRC) have a zero and a negative standardized regression weight does not mean that the more a teacher collaborates along these dimensions, the worse the students' achievement will be. (1996) are used. 29, 337–350. . 107, 238–246. Countries like Denmark, Finland, Norway, and Hungary, among others, dedicate a fair amount of time to activities of teacher collaboration (OECD, 2004). Figure 2 shows the final measurement model with its standardized values and regression weights. 1.2 Teacher Collaboration In what follows, the review first defines teacher collaboration. Springer), 961–288. Psychol. PISA employs a multi-layered (stratified) probability sample from a list of all schools provided by the 14 Land Statistical Offices in Germany. [41] Howe, R. J. [Quality control and quality assurance in school and teaching. doi: 10.1207/s15328007sem1103_2, Meirink, J. Previous research has found positive effects of teacher collaboration on student achievement (cf. Paris: OECD Publishing. Aldorf, A.-M. (2016). IQB – Institut zur Qualitätsentwicklung im Bildungswesen. Overall fit in covariance structure models: two types of sample size effects. In their research review (ibid), they identified teacher collaboration as one of seven factors that constitute effective professional development stating that, “by working collaboratively, teachers can create communities that positively change the culture and instruction of their entire grade level, department, school, and/or district” (p. v). Marsh, H. W., Hau, K.-T., and Wen, Z. Prior to conducting the EFA a bivariate correlation was carried out in order to test the factorability of the items. Positive effects for teachers were found in improved self-efficacy (cf. Dufour, R., Dufour, R., and Eaker, R. (2006). Marsh, H. W., Hau, K.-T., and Grayson, D. (2005). Contemporary Psychometrics: A Festschrift for Roderick P. McDonald, eds A. Maydeu-Olivares and J. J. McArdle (Mahwah, NJ: Lawrence Erlbaum Associates Publishers, 275–340. Overall, the model produced a good fit of the data, χ2 = 139,513 (p ≤ 0.05), df = 58, CFI = 0.975, TLI = 0.960, RMSEA = 0.040 (90% CI = 0.032–0.049) PCLOSE = 0.970. 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. Our review of the literature has identified concrete aspects that can be positively influenced through teacher collaboration. Educational reform and the ecology of schooling. Puchner and Taylor, 2006), increased teaching effectiveness (cf. Schoolteacher: A Sociological Study. Nunnally, J. C., and Bernstein, I. H. (1994). 54, 14–17. Hu and Bentler (1999) suggested values for the CFI and TLI above 0.95 and values below 0.05 for the SRMR, whereas MacCallum et al. If our ultimate destination as educators is student achievement, think of teacher collaboration as the journey. Following this recommendation, we selected the following fit indices: the standardized root mean square (SRMR), the Tucker-Lewis Index (TLI; Tucker and Lewis, 1973), the root mean-square error of approximation (RMSEA; Steiger and Lind, 1980), and the comparative fit index (CFI; Bentler, 1990). London: Pearson. The positive influence of teacher collaboration transcend the teacher community; research has shown that professional collaborative activities might have a positive effect on student achievement (cf. Collaboration implies a willingness on the part of the team members to change the way services are delivered by the situatedness of activity, agency, and the cyclical nature of learning and change” (Voogt et al., 2015, p. 261). Received: 03 June 2019; Accepted: 29 July 2019; Published: 13 August 2019. 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. That is, only the third form of collaboration (ORC) were positive. Therefore, in this study we would like to know to what extent teacher collaboration influences student achievement (measured in the subjects of mathematics, German language, biology, physics, and chemistry) dependent on the form of collaboration. (2015). Paying for high- and low-quality teaching. Research has also found a positive and significant association between teacher collaboration and job satisfaction (cf. Given the huge impact that teachers play in the performance of their students and the continual acknowledgment of teacher collaboration as a core element for the professional development of the school and its members, it is not surprising that many official policies and education reforms around the world plead for more collaborative practices among teachers. The results of a study conducted by Ronfeldt et al. Teach. (1996) defined RMSEA values of 0.01, 0.05, and 0.08 to indicate excellent, good, and mediocre fit, respectively. It explores the relationship of teacher beliefs in the collective efficacy of their colleagues and school’s capital and culture with their beliefs and experience in school-based collaborative learning. (2015). All analyses were conducted using the software packages SPSS 25 and AMOS 25. Eisner, E. W. (1992). Some Clarifications and Recommendations on Fit Indices [Class handout]. Paris: OECD Publishing. Although the focus of this paper lies on the German context, the results that we present can help researchers and practitioners alike determine if a particular form of collaboration can influence student achievement in other contexts. (2017) argue that related findings are limited, given the tendency to investigate teacher collaboration as a single construct instead of using different forms. The other two forms, Instruction-related (IRC) and Project-related (PRC) collaboration, did not have an effect on student achievement (standardized coefficients = −0.03 and 0.00, respectively). Forschungsbefunde zur kooperation von lehrkräften – ein narratives review [Research results on teacher cooperation - a narrative review]. : Klinkhardt. (2012) found that students whose teachers participated in collaborative activities, such as instruction strategies, scored higher in science and reading achievement than students whose teachers did not attend such professional development activities. Teacher Collaboration: Scaffolding Learning and Teaching This article by Jon Nordmeyer, originally published in the EARCOS Tri-Annual Journal, Winter 2015, is one of two articles that will close out the Collaboration for ELs series. 11, 320–341. On Common Ground: The Power of Professional Learning Communities. Retrieved from: https://learningforward.org/docs/default-source/pdf/nsdcstudy2009.pdf (accessed April 6, 2019). University of Nebraska, Lincoln, OR; Omaha, NE, United States. Collaboration among teachers is a force that positively influences the whole school community. Conducted using the software packages SPSS 25 and AMOS 25 Trumpa et al., 2007 ; Desimone, L. and! Element of an effective teacher professional development and teacher efficacy: stories two. Are conducive to collaboration instruction level ) as a foreign language ] dufour... Correlated more than the Best tactics 1996 ; Louis et al., 2010 ; et... 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