Interprofessionelle Lehrkraftkooperation im inklusiven Unterricht aus der Perspektive der Schlerinnen und Schler. (1996). Hargreaves, A., and Fullan, M. (2012). doi: 10.1787/1ecdb4e3-en, Newsom, J. Lehrer [Teacher], in Pdagogische Psychologie, eds E. Wild and J. Mller (Berlin; Heidelberg: Springer-Lehrbuch. Lortie, D. C. (1975). Thankfully technology has made collaboration easier and much more streamlined. The measurement model specifies the outcomes variables measured. (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. Little (1990) identified four different types of collaborative elements, including storytelling and scanning for ideas, aid and assistance, sharing, and joint work.
DuFour, R., Eaker, R., and Dufour, R. (2005). as a team, trends can be identified and discussed at a deeper level. Equ. 107, 256259. Goddard, Y. L., Goddard, R. D., and Tschannen-Moran, M. (2007). Data should always be a part of teacher meetings. It would be advisable to rethink the theory that supports the model as well as the instrument itself. Teaching practices and student achievement, in Paper presented at the Annual Meeting of the French Economic Association (Rennes). Teacher collaboration and collegiality as workplace conditions: a review.
Educ. An Empirical Analysis of the Collaboration in the Project 'Ganz In']. Zeitschrift fr Pdagogik 52, 220237. In order to properly assess these effects, two datasets (teacher and student) were matched, resulting in a subsample of 869 schoolteachers (44.5% female, 55.5% male) with a mean age of 47.3 and in a corresponding subsample of 869 students. Schacter and Thum, 2004; Hidalgo-Cabrillana and Lopez-Mayan, 2015). Retrieved from the Finnish National Agency of Education Blog: https://www.oph.fi/english/current_issues/101/0/what_is_going_on_in_finland_curriculum_reform_2016 (accessed November 27, 2018). Power analysis and determination of sample size for covariance structure modeling. doi: 10.1086/444122. (2012). IQB Institut zur Qualittsentwicklung im Bildungswesen. A reliability coefficient for maximum likelihood factor analysis. They were made with the solely purpose to find a scale and an instrument that actually fit the data. Teach. Nine items were eliminated because they did not contribute to a simple factor structure and failed to meet a minimum criteria of having a primary factor loading of 0.4 or above, and no cross-loading of 0.2 or above as suggested by Nunnally and Bernstein (1994). doi: 10.1080/10705519909540119. All items appeared to be worthy of retention. Middle Level Educ. This work was supported by the German Research Foundation (DFG) and the Technical University of Munich (TUM) in the framework of the Open Access Publishing Program. Stanford, CA: Stanford Center for Opportunity Policy in Education. J. Res. Equ. 49, 9871011. Some Clarifications and Recommendations on Fit Indices [Class handout]. Bad Heilbrunn/Obb. Teach. Those in need of additional support are identified, and interventions are planned, provided, and monitored. 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. Science teachers' satisfaction: evidence from the PISA 2015 teacher survey, in OECD Education Working Papers, 168 (Paris: OECD Publishing). PISA 2012 eine Einfhrung in die aktuelle studie [PISA 2012 an introduction to the current study], in PISA 2012 Fortschritte und Herausforderungen in Deutschland [PISA 2012 Advances and Challenges in Germany], eds M. Prenzel, C. Slzer, E. Klieme, and O. Kller (Mnster: Waxmann, 1143. 4:85. doi: 10.3389/feduc.2019.00085. A full structural equation model was run to investigate the impact that teacher collaboration has on student achievement. Zeitschrift fr Pdagogik 52, 205219. School Effect. MacCallum, R., Browne, M., and Sugawara, H. (1996). Ronfeldt's findings showed that teachers and students benefited from collaboration in the areas of instructional strategies and curriculum, instructional approaches to groups or individuals, and approaches to assessment. Figure 3. Methods, 7, 147177. doi: 10.1080/0305764X.2010.481256, Moolenaar, N. M., Sleegers, P. J., and Daly, A. J. doi: 10.1007/BF02291575. This sense of belonging can positively affect school culture, which of course can. Educ. Factor loadings and significance values of the final model. Available online at: https://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2004/2004_12_16-Standards-Lehrerbildung-Bildungswissenschaften.pdf (accessed July 22, 2018). Hattie, J. doi: 10.3102/0013189X08331140. Steiger, J. H., and Lind, J. C. (1980). 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, 2 (136) = 10,297.8, p < 0.05. 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. 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). In fact, Johnson (2003) found important emotional and psychological benefits associated with working closely with colleagues in teams (p. 343) when planning, discussing, and working in collaborative teams (ibid, p. 344). Improving teacher effectiveness through structured collaboration: a case study of a professional learning community. (2009). After some re-specifications to the questionnaire, the results from a full structural equation model suggest that a small positive effect can be seen, only when teachers specifically discuss student achievement. Always prepare an agenda before the meeting and distribute it to all team members prior to the meeting, Teachers should know what will be discussed and come prepared to the meeting. Grsel, C., Fussangel, K., and Prbstel, C. (2006). Reinhardt, S. (2000). Springer), 961288. Figure 2. Jackson and Bruegmann, 2009; Hochweber et al., 2012). Coll. Teaming up: linking collaboration networks, collective efficacy, and student achievement. There are many models for building teacher collaboration, including professional learning communities (PLCs), grade-level teams, and cross-curricular teams. Educ. PISA 2006: Skalenhandbuch. Tagged: When English and History teachers work together, for example, they can share units and use each others areas of expertise and skills to guide students to a higher level of rigor. [Encyclopedia of political education], ed G. Weieno (Schwalbach), 91. (2006). In order to provide a valid framework we will use on the one hand, the definition of teacher collaboration from Mora-Ruano et al. Psychometrika 39, 3136. Ensure there is time built into the master schedule for teachers to meet. doi: 10.1086/673198. doi: 10.1080/0305569032000159651, Kaiser, H. (1974). The results of a study conducted by Ronfeldt et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). doi: 10.1037/1082-989X.7.2.147. Spie, E. (2004). Initial hypothesized measurement model. Paris. The University of Hong Kong, Hong Kong, SAR China, University of Nebraska-Lincoln, United States. What is Going on in Finland? Lee and Smith, 1996; Louis et al., 2010; Dumay et al., 2013). (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).
Betrouwbaarheid, Validiteit en Bruikbaarheid van een Instrumentarium Ten Behoeve van Schoolzelfevaluatie in Het Basisonderwijs. You will receive updates via the email on file in your profile. However, it is worth noting that the chi-square is no longer relied upon as a basis for acceptance or rejection because it is very sensitive to sample size (Schermelleh-Engel et al., 2003; Vandenberg, 2006), and it is affected by several factors like model size, normal distribution of the variables as well as omission of variables (Newsom, 2018). Evaluating the fit of structural equation models: tests of significance and descriptive goodness-of-fit measures. (2013). Am. Mahwah, NJ: Lawrence Erlbaum Associates. New York, NY: John Wiley & Sons. Measuring Innovation in Education: A Journey to the Future. Positive effects for teachers were found in improved self-efficacy (cf. All this is in particular appropriate for our study, given that we want to investigate the effects that teacher collaboration has on student achievement. Vincent-Lancrin, S. G, Jacotin, J., Urgel, S., Kar, C., and Gonzlez-Sancho (2017). Collective responsibility for learning and its effects on gains in achievement for early secondary school students. A Beginner's Guide to Structural Equation Modeling. Some of the benefits include: MTSS is an intentional framework that, at its heart, focuses on growth through collaboration and multi-faceted approaches to student support by integrating academic, behavioral and social-emotional instructions. doi: 10.3386/w15202, Johnson, B. 28, 251262. Permission to access and use the data for scientific purposes was granted through the German Research Data Center (FDZ) at the Institute for Educational Quality Improvement (IQB). 6, 5683. Dattalo, P. (2013). Der Zusammenhang von Lehrerkooperation und Schulleistung - Zentrale Befunde und Perspektiven fr die Forschung [The relationship between teacher collaboration and school performance - central findings and perspectives for research], in Professionalitt und Kooperation in Schulen. Ronfeldt, M., Farmer, S. O., Kiel, M., and Grissom, J. (2003). Friend, M., and Cook, L. (2009). DuFour et al. In the MTSS framework, teachers and support staff are expected to collaborate to analyze student data and make action plans. We know that when teachers work together, great things can happen-- Team Work Makes the Dream Work! Ditton (2000) places teacher collaboration (at the instruction level) as a factor in a model for school quality. Chicago, IL: University of Chicago Press. No use, distribution or reproduction is permitted which does not comply with these terms. Res. The new including: how it really works. To our knowledge, no other study has investigated the aforementioned variables with the representative dataset from PISA 2012 in Germany. What Works Best in Education: The Politics of Collaborative Expertise. 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). Furthermore, because their communalities were lower than 0.3 or only marginally above (Item 11) and thus were not explained adequately by the factors (see Table 2). Educational reform and the ecology of schooling. Goodness of fit in structural equation models, in Multivariate Applications Book Series. Taking as a starting point these different approaches to the definition, Mora-Ruano et al. Rec. Front. (2015). (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. Hidalgo-Cabrillana, A., and Lopez-Mayan, C. (2015). This is especially true for cross-curricular collaboration. Nunnally, J. C., and Bernstein, I. H. (1994). Schermelleh-Engel, K., Moosbrugger, H., and Mller, H. (2003). Before joining Branching Minds, Ms. Henderson had an extensive career working in education, first as an ESL and English teacher, then as an Assistant Principal of Curriculum and Instruction, and finally as an Operations Manager. Kultusministerkonferenz (2003). A validation study of the teacher collaboration assessment survey. Hargreaves, A. Curriculum Reform 2016 [Blog post]. doi: 10.1093/acprof:oso/9780199773596.001.0001, Desimone, L. M. (2009). For our study, the recommended joint criteria to retain a model by Hu and Bentler (1999) and by MacCallum et al. Educ. 40, 161181. Teaching Around the World: What Can TALIS Tell Us? Brown (2006) recommended the use of fit indices from each of the three categories of fit estimates: (a) an index for a model's absolute fit, (b) an index for fit adjusting for model parsimony, and (c) an index for comparative or incremental fit. In other words, this allowed us to organize the items of the questionnaire better in relation to the three proposed forms of collaboration. As an operations leader, she developed experience in managing all campus operations, notably increasing her campus attendance rates and meeting campus recruitment goals. (2017) take a similar stance, as they have shown that student achievement can be positively influenced when effective collaborative structures for teachers to problem-solve and learn together are utilized (p. 10). Upper Saddle River, NJ: Prentice Hall. According to Dufour et al. Teach. [The impact of teacher cooperation and instructional quality on learning in English as a foreign language]. Teacher Collaboration in german schools: do gender and school type influence the frequency of collaboration among teachers? Effects of sample size, estimation methods, and model specification on structural equation modeling fit indexes. Bloomington, IN: Solution Tree. Bull. College Record 91, 509536. A Defining Relationship Using the Example of Teacher Cooperation]. Brown, T. A. Model. New York, NY: Guilford Press. Wiesbaden: Springer VS. doi: 10.1007/978-3-658-11677-4, Anderson, J. C., and Gerbing, D. W. (1988). Palo Alto, CA: Learning Policy Institute. Methods 9, 194201. We used the Maximum Likelihood (ML) estimator because it uses all the available data for each person, estimating missing information from relations among variables in the full sample (Schafer and Graham, 2002). Additionally, some studies have found a positive effect of teacher collaboration on student achievement (cf. Halinen, I. Paris: OECD Publishing. Psychol. While this can be extremely challenging, building common planning periods into the schools schedule for content teams or cross-curricular teams is crucial, as well as times for grade teams, school level, and individual student support MTSS teams to meet. Luster, J. N. G. (1993). Ditton, H. (2000). doi: 10.1787/5jxzbtw4gzg3-en, Piepenburg, U. (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. Before modeling the final structural model and matching the two datasets, we conducted a confirmatory first order factor analysis in order to test the factorial validity of the proposed model from PISA (Figure 1) and to verify if model re-specification was required. Setting Intentions for the New Year: MTSS 2023, The Social-Emotional Learning Guide - SEL within MTSS, The Guide to Solving the Top Four MTSS Challenges, The MTSS Intervention Process Flowchart Guide, Check out the different meeting structures necessary for MTSS, How To Build MTSS Efficiency in Your District/School, 5 Questions to Ensure Efficiency with MTSS Teams & MTSS Meetings, The MTSS Journey: How MTSS Has Helped This Educator Better Support His Students, Leadership and the System-Level Work in MTSS, Aligning Your MTSS Practice with the CASEL Core Competencies. Learning by Doing. Goddard et al., 2007; Desimone, 2009; Meirink et al., 2010; Kullmann, 2013). Nonetheless, all values are well within the threshold for a good fit. (2002). Aldorf, A.-M. (2016). As is often the case, knowing that something works and can have a great impact is not enough to just simply make it happen. Of course, there are many challenges in building a master schedule that gives teachers this time, but there is also a growing body of research showing the significant benefits of facilitating effective collaboration. doi: 10.1080/10705519909540118, Jackson, C. K., and Bruegmann, E. (2009). This has also been suggested for general and special education teachers in inclusive classrooms, where collaboration has been identified as an important factor for the inherent challenges that educators in such environments find (Gebhardt et al., 2015). 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). OECD (2004). Correlated error terms in measurement models represent the hypothesis that the unique variances of the associated indicators overlap; that is, they measure something in common other than the latent constructs that are represented in the model (Dattalo, 2013, p. 118).
J. General and special education teachers' perceptions of teamwork in inclusive classrooms at elementary and secondary schools. doi: 10.3102/0013189X033008003. (2003). Research has also found a positive and significant association between teacher collaboration and job satisfaction (cf. Res. Teacher learning and collaboration in innovative teams. Goddard et al., 2010; Lara-Alecio et al., 2012). 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). They can also learn new things about their students from other educators that impact their ability to connect with and support their students. Influence of teacher collaboration on job satisfaction and student achievement. Paris: OECD Publishing.
33, 315.
The trademarks Branching Minds and a path for every learner are the property of Branching Minds, Inc. All other trademarks used on this website are the property of their respective owners. Bull. (2010) argue that the majority of the existing literature investigates the effects on teachers and not on students. Bondorf, 2013; Aldorf, 2016), for instance Kelchtermans (2006) highlight the importance and necessity of further definition and specification of teacher collaboration, in order to properly discuss the issue (p. 220). (1996) are used. Unterrichtswissenschaft 45, 262279. After an inspection of the regression weights, the error terms of the items six and eight were correlated because they had an unusually big value in comparison to the other items, contributing to a misspecification of the model. *Correspondence: Julio Gregorio Mora-Ruano, juliogregorio.mora-ruano@tum.de, 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). What is teacher stress? We conducted exploratory and confirmatory factor analysis to test the factorial validity of the instrument. New York, NY: Teachers College Press. These results are an indication that these two forms (IRC and PRC) may have effects on other aspects such as increased job satisfaction and/or decreased teachers' workload, but no effect on student achievement. Comparison of model fit values between original and respecified measurement models. B. More specifically, within the work of MTSS, collaboration is a MUST. [Professional Understanding and School Development: A Match?]. This is carried out through simultaneous analyses such as confirmatory factor analysis, linear regression and path estimates (cf. Zeitschrift fr Pdagogik 41, 7392. Our results show that a positive effect on student achievement can be established only when teachers specifically collaborate to discuss or advise each other about student performance. 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. A Study of Collaborative Consultation versus Traditional Methods of Special Education Service Delivery (LSU Historical Dissertations and Theses). Struct. (2018) and on the other hand, the three forms of collaboration described above. Wiesbaden: Springer VS. doi: 10.1007/978-3-531-19703-6. Additionally, the effects of the forms of collaboration on student achievement may be delayed in time. 5581. New York, NY: McGraw-Hill. Although originally denominated collaborative consultation and aimed specifically for interactions between general and special educators, Idol et al. Effective Teacher Professional Development. 104, 103147. 3:55. doi: 10.3389/feduc.2018.00055, Mostafa, T., and Pl, J. Louis, K. S., Dretzke, B., and Wahlstrom, K. (2010). Connecting principal leadership, teacher collaboration, and student achievement, in Paper presented at the American Educational Research Association Annual Meeting (Denver, CO). (2013) write that a definition of teacher collaboration is elusive, inconsistent, and often theoretical (p. 443). (2015). 11, 320341. The authors did not have access to identifiable information. Professional Capital: Transforming Teaching in Every School. (2010). Additionally several recommendations about the cut-off values to determine goodness-of-fit have been suggested and although this has been an object of study for a long time, there is still some disagreement as to the cut-off values for fit indices (Marsh et al., 2004, 2005). doi: 10.1787/9789264103733-en, OECD (2014). 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. Hochweber, J., Steinert, B., and Klieme, E. (2012).
This form is measured with questions referring to the frequency with which teachers exchange teaching materials, exam questions and work together for the preparation of individual and follow-up lessons. Sci. Psychol. Darling-Hammond et al.
(1991). Kooperation, in Lexikon der Politischen Bildung, Vol. Hair, J. F., Black, W. C., Babin, B. J., and Anderson, R. E. (2014). Schumacker, R. E., and Lomax, R. G. (1996). 20, 313328. Because research on teacher collaboration and its effects on student achievement is still in an emerging phase, further examination is essential to understand its connections and to expand related findings (ibid). Results from a national US survey. School Improv. 31, 117. Die Deutsche Schule 108, 8294. Analysis of the German PISA 2012 Sample. The absence of a unified theory on the effects of teacher collaboration, as well as a consistent definition of the construct, lead to mixed and inconsistent results which could make their interpretation very difficult. In Finland, for example, the curriculum reform of 2016 stated that a collaborative atmosphere (Halinen, 2015) is a key aim for school improvement, given that by working together across school subjects the objectives of the new curriculum, such as teacher competence development, can be met. Our review of the literature has identified concrete aspects that can be positively influenced through teacher collaboration. Missing data: our view of the state of the art. Stud. The structural characteristics of teacher collaboration are also manifold. Teubner), 7994. 7, 129146. Because through collaboration joint work is fostered to reach specific student learning goals, competition among colleagues is prevented (Williams, 2010). Teach. Teach. Graham, P. (2007). For the German context which this paper addresses, Drossel (2015) states that findings concerning teacher collaboration in Germany are inconsistent and partially contradictory (p. 55), although in Germany, collaboration is considered a fundamental part of school development (Kultusministerkonferenz, 2003; Kulturministerkonferenz, 2014), and a key aspect of models of professional learning which attempt to close the achievement gap. Hypothesis testing was conducted at significance level of p < 0.05. Lehrerkooperation, unterrichtsqualitt und lernergebnisse im fach englisch. Elem. If you do not make time for it, it will not get done. As per OECD guidelines and German national regulations (KMK) no new ethics approval was required. doi: 10.1207/s15328007sem1103_2, Meirink, J. Teacher collaboration in instructional teams and student achievement. Teacher collaboration: good for some, not so good for others.
Psychometric Theory 3rd Edn. Psychol. The datasets generated for this study will not be made publicly available permission to access and use the data for scientific purposes must be granted through the German Research Data Center (FDZ) at the Institute for Educational Quality Improvement (IQB). Overall, the model produced a good fit of the data, 2 = 139,513 (p 0.05), df = 58, CFI = 0.975, TLI = 0.960, RMSEA = 0.040 (90% CI = 0.0320.049) PCLOSE = 0.970. Dokumentation der Erhebungsinstrumente. Figure 1. Equ. Schacter, J., and Thum, Y. M. (2004). JM-R drafted the manuscript, wrote the literature background, performed, and interpreted the statistical analyses. 6, 155. This analysis is intended to explore the data when the links between the observed and latent variables are unknown or uncertain (Hair et al., 2014; Byrne, 2016). Bosker, R. J., and Hendriks, M. A. Rec. Bildungsbericht fr Deutschland. 8, 2374. Scheerens, J. Retrieved from: http://web.pdx.edu/~newsomj/semclass/ (accessed February 21, 2019). Model. We hypothesize that student achievement will only be positively influenced by the third form of collaboration (organization, performance, and problem-related, ORC), because this is the only form of collaboration that is explicitly focused on student achievement. 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. Hu, L., and Bentler, P. (1999). IRC = 0.63; PRC = 0.70, and ORC = 0.71. Clearing House 56, 1106. This definition lays the foundations for later expanded definitions such as occupational and organizational psychology (Piepenburg, 1991; Spie, 2004), political education (Reinhardt, 2000), or pedagogic-oriented (Esslinger, 2002). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. Improving impact studies of teachers' professional development: toward better conceptualizations and measures. 3. Field, A. Drossel, K. (2015). Table 1.
DuFour, R., Eaker, R., and Dufour, R. (2005). as a team, trends can be identified and discussed at a deeper level. Equ. 107, 256259. Goddard, Y. L., Goddard, R. D., and Tschannen-Moran, M. (2007). Data should always be a part of teacher meetings. It would be advisable to rethink the theory that supports the model as well as the instrument itself. Teaching practices and student achievement, in Paper presented at the Annual Meeting of the French Economic Association (Rennes). Teacher collaboration and collegiality as workplace conditions: a review.
Educ. An Empirical Analysis of the Collaboration in the Project 'Ganz In']. Zeitschrift fr Pdagogik 52, 220237. In order to properly assess these effects, two datasets (teacher and student) were matched, resulting in a subsample of 869 schoolteachers (44.5% female, 55.5% male) with a mean age of 47.3 and in a corresponding subsample of 869 students. Schacter and Thum, 2004; Hidalgo-Cabrillana and Lopez-Mayan, 2015). Retrieved from the Finnish National Agency of Education Blog: https://www.oph.fi/english/current_issues/101/0/what_is_going_on_in_finland_curriculum_reform_2016 (accessed November 27, 2018). Power analysis and determination of sample size for covariance structure modeling. doi: 10.1086/444122. (2012). IQB Institut zur Qualittsentwicklung im Bildungswesen. A reliability coefficient for maximum likelihood factor analysis. They were made with the solely purpose to find a scale and an instrument that actually fit the data. Teach. Nine items were eliminated because they did not contribute to a simple factor structure and failed to meet a minimum criteria of having a primary factor loading of 0.4 or above, and no cross-loading of 0.2 or above as suggested by Nunnally and Bernstein (1994). doi: 10.1080/10705519909540119. All items appeared to be worthy of retention. Middle Level Educ. This work was supported by the German Research Foundation (DFG) and the Technical University of Munich (TUM) in the framework of the Open Access Publishing Program. Stanford, CA: Stanford Center for Opportunity Policy in Education. J. Res. Equ. 49, 9871011. Some Clarifications and Recommendations on Fit Indices [Class handout]. Bad Heilbrunn/Obb. Teach. Those in need of additional support are identified, and interventions are planned, provided, and monitored. 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. Science teachers' satisfaction: evidence from the PISA 2015 teacher survey, in OECD Education Working Papers, 168 (Paris: OECD Publishing). PISA 2012 eine Einfhrung in die aktuelle studie [PISA 2012 an introduction to the current study], in PISA 2012 Fortschritte und Herausforderungen in Deutschland [PISA 2012 Advances and Challenges in Germany], eds M. Prenzel, C. Slzer, E. Klieme, and O. Kller (Mnster: Waxmann, 1143. 4:85. doi: 10.3389/feduc.2019.00085. A full structural equation model was run to investigate the impact that teacher collaboration has on student achievement. Zeitschrift fr Pdagogik 52, 205219. School Effect. MacCallum, R., Browne, M., and Sugawara, H. (1996). Ronfeldt's findings showed that teachers and students benefited from collaboration in the areas of instructional strategies and curriculum, instructional approaches to groups or individuals, and approaches to assessment. Figure 3. Methods, 7, 147177. doi: 10.1080/0305764X.2010.481256, Moolenaar, N. M., Sleegers, P. J., and Daly, A. J. doi: 10.1007/BF02291575. This sense of belonging can positively affect school culture, which of course can. Educ. Factor loadings and significance values of the final model. Available online at: https://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2004/2004_12_16-Standards-Lehrerbildung-Bildungswissenschaften.pdf (accessed July 22, 2018). Hattie, J. doi: 10.3102/0013189X08331140. Steiger, J. H., and Lind, J. C. (1980). 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, 2 (136) = 10,297.8, p < 0.05. 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. 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). In fact, Johnson (2003) found important emotional and psychological benefits associated with working closely with colleagues in teams (p. 343) when planning, discussing, and working in collaborative teams (ibid, p. 344). Improving teacher effectiveness through structured collaboration: a case study of a professional learning community. (2009). After some re-specifications to the questionnaire, the results from a full structural equation model suggest that a small positive effect can be seen, only when teachers specifically discuss student achievement. Always prepare an agenda before the meeting and distribute it to all team members prior to the meeting, Teachers should know what will be discussed and come prepared to the meeting. Grsel, C., Fussangel, K., and Prbstel, C. (2006). Reinhardt, S. (2000). Springer), 961288. Figure 2. Jackson and Bruegmann, 2009; Hochweber et al., 2012). Coll. Teaming up: linking collaboration networks, collective efficacy, and student achievement. There are many models for building teacher collaboration, including professional learning communities (PLCs), grade-level teams, and cross-curricular teams. Educ. PISA 2006: Skalenhandbuch. Tagged: When English and History teachers work together, for example, they can share units and use each others areas of expertise and skills to guide students to a higher level of rigor. [Encyclopedia of political education], ed G. Weieno (Schwalbach), 91. (2006). In order to provide a valid framework we will use on the one hand, the definition of teacher collaboration from Mora-Ruano et al. Psychometrika 39, 3136. Ensure there is time built into the master schedule for teachers to meet. doi: 10.1086/673198. doi: 10.1080/0305569032000159651, Kaiser, H. (1974). The results of a study conducted by Ronfeldt et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). doi: 10.1037/1082-989X.7.2.147. Spie, E. (2004). Initial hypothesized measurement model. Paris. The University of Hong Kong, Hong Kong, SAR China, University of Nebraska-Lincoln, United States. What is Going on in Finland? Lee and Smith, 1996; Louis et al., 2010; Dumay et al., 2013). (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).
Betrouwbaarheid, Validiteit en Bruikbaarheid van een Instrumentarium Ten Behoeve van Schoolzelfevaluatie in Het Basisonderwijs. You will receive updates via the email on file in your profile. However, it is worth noting that the chi-square is no longer relied upon as a basis for acceptance or rejection because it is very sensitive to sample size (Schermelleh-Engel et al., 2003; Vandenberg, 2006), and it is affected by several factors like model size, normal distribution of the variables as well as omission of variables (Newsom, 2018). Evaluating the fit of structural equation models: tests of significance and descriptive goodness-of-fit measures. (2013). Am. Mahwah, NJ: Lawrence Erlbaum Associates. New York, NY: John Wiley & Sons. Measuring Innovation in Education: A Journey to the Future. Positive effects for teachers were found in improved self-efficacy (cf. All this is in particular appropriate for our study, given that we want to investigate the effects that teacher collaboration has on student achievement. Vincent-Lancrin, S. G, Jacotin, J., Urgel, S., Kar, C., and Gonzlez-Sancho (2017). Collective responsibility for learning and its effects on gains in achievement for early secondary school students. A Beginner's Guide to Structural Equation Modeling. Some of the benefits include: MTSS is an intentional framework that, at its heart, focuses on growth through collaboration and multi-faceted approaches to student support by integrating academic, behavioral and social-emotional instructions. doi: 10.3386/w15202, Johnson, B. 28, 251262. Permission to access and use the data for scientific purposes was granted through the German Research Data Center (FDZ) at the Institute for Educational Quality Improvement (IQB). 6, 5683. Dattalo, P. (2013). Der Zusammenhang von Lehrerkooperation und Schulleistung - Zentrale Befunde und Perspektiven fr die Forschung [The relationship between teacher collaboration and school performance - central findings and perspectives for research], in Professionalitt und Kooperation in Schulen. Ronfeldt, M., Farmer, S. O., Kiel, M., and Grissom, J. (2003). Friend, M., and Cook, L. (2009). DuFour et al. In the MTSS framework, teachers and support staff are expected to collaborate to analyze student data and make action plans. We know that when teachers work together, great things can happen-- Team Work Makes the Dream Work! Ditton (2000) places teacher collaboration (at the instruction level) as a factor in a model for school quality. Chicago, IL: University of Chicago Press. No use, distribution or reproduction is permitted which does not comply with these terms. Res. The new including: how it really works. To our knowledge, no other study has investigated the aforementioned variables with the representative dataset from PISA 2012 in Germany. What Works Best in Education: The Politics of Collaborative Expertise. 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). Furthermore, because their communalities were lower than 0.3 or only marginally above (Item 11) and thus were not explained adequately by the factors (see Table 2). Educational reform and the ecology of schooling. Goodness of fit in structural equation models, in Multivariate Applications Book Series. Taking as a starting point these different approaches to the definition, Mora-Ruano et al. Rec. Front. (2015). (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. Hidalgo-Cabrillana, A., and Lopez-Mayan, C. (2015). This is especially true for cross-curricular collaboration. Nunnally, J. C., and Bernstein, I. H. (1994). Schermelleh-Engel, K., Moosbrugger, H., and Mller, H. (2003). Before joining Branching Minds, Ms. Henderson had an extensive career working in education, first as an ESL and English teacher, then as an Assistant Principal of Curriculum and Instruction, and finally as an Operations Manager. Kultusministerkonferenz (2003). A validation study of the teacher collaboration assessment survey. Hargreaves, A. Curriculum Reform 2016 [Blog post]. doi: 10.1093/acprof:oso/9780199773596.001.0001, Desimone, L. M. (2009). For our study, the recommended joint criteria to retain a model by Hu and Bentler (1999) and by MacCallum et al. Educ. 40, 161181. Teaching Around the World: What Can TALIS Tell Us? Brown (2006) recommended the use of fit indices from each of the three categories of fit estimates: (a) an index for a model's absolute fit, (b) an index for fit adjusting for model parsimony, and (c) an index for comparative or incremental fit. In other words, this allowed us to organize the items of the questionnaire better in relation to the three proposed forms of collaboration. As an operations leader, she developed experience in managing all campus operations, notably increasing her campus attendance rates and meeting campus recruitment goals. (2017) take a similar stance, as they have shown that student achievement can be positively influenced when effective collaborative structures for teachers to problem-solve and learn together are utilized (p. 10). Upper Saddle River, NJ: Prentice Hall. According to Dufour et al. Teach. [The impact of teacher cooperation and instructional quality on learning in English as a foreign language]. Teacher Collaboration in german schools: do gender and school type influence the frequency of collaboration among teachers? Effects of sample size, estimation methods, and model specification on structural equation modeling fit indexes. Bloomington, IN: Solution Tree. Bull. College Record 91, 509536. A Defining Relationship Using the Example of Teacher Cooperation]. Brown, T. A. Model. New York, NY: Guilford Press. Wiesbaden: Springer VS. doi: 10.1007/978-3-658-11677-4, Anderson, J. C., and Gerbing, D. W. (1988). Palo Alto, CA: Learning Policy Institute. Methods 9, 194201. We used the Maximum Likelihood (ML) estimator because it uses all the available data for each person, estimating missing information from relations among variables in the full sample (Schafer and Graham, 2002). Additionally, some studies have found a positive effect of teacher collaboration on student achievement (cf. Halinen, I. Paris: OECD Publishing. Psychol. While this can be extremely challenging, building common planning periods into the schools schedule for content teams or cross-curricular teams is crucial, as well as times for grade teams, school level, and individual student support MTSS teams to meet. Luster, J. N. G. (1993). Ditton, H. (2000). doi: 10.1787/5jxzbtw4gzg3-en, Piepenburg, U. (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. Before modeling the final structural model and matching the two datasets, we conducted a confirmatory first order factor analysis in order to test the factorial validity of the proposed model from PISA (Figure 1) and to verify if model re-specification was required. Setting Intentions for the New Year: MTSS 2023, The Social-Emotional Learning Guide - SEL within MTSS, The Guide to Solving the Top Four MTSS Challenges, The MTSS Intervention Process Flowchart Guide, Check out the different meeting structures necessary for MTSS, How To Build MTSS Efficiency in Your District/School, 5 Questions to Ensure Efficiency with MTSS Teams & MTSS Meetings, The MTSS Journey: How MTSS Has Helped This Educator Better Support His Students, Leadership and the System-Level Work in MTSS, Aligning Your MTSS Practice with the CASEL Core Competencies. Learning by Doing. Goddard et al., 2007; Desimone, 2009; Meirink et al., 2010; Kullmann, 2013). Nonetheless, all values are well within the threshold for a good fit. (2002). Aldorf, A.-M. (2016). As is often the case, knowing that something works and can have a great impact is not enough to just simply make it happen. Of course, there are many challenges in building a master schedule that gives teachers this time, but there is also a growing body of research showing the significant benefits of facilitating effective collaboration. doi: 10.1080/10705519909540118, Jackson, C. K., and Bruegmann, E. (2009). This has also been suggested for general and special education teachers in inclusive classrooms, where collaboration has been identified as an important factor for the inherent challenges that educators in such environments find (Gebhardt et al., 2015). 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). OECD (2004). Correlated error terms in measurement models represent the hypothesis that the unique variances of the associated indicators overlap; that is, they measure something in common other than the latent constructs that are represented in the model (Dattalo, 2013, p. 118).
J. General and special education teachers' perceptions of teamwork in inclusive classrooms at elementary and secondary schools. doi: 10.3102/0013189X033008003. (2003). Research has also found a positive and significant association between teacher collaboration and job satisfaction (cf. Res. Teacher learning and collaboration in innovative teams. Goddard et al., 2010; Lara-Alecio et al., 2012). 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). They can also learn new things about their students from other educators that impact their ability to connect with and support their students. Influence of teacher collaboration on job satisfaction and student achievement. Paris: OECD Publishing.
33, 315.
The trademarks Branching Minds and a path for every learner are the property of Branching Minds, Inc. All other trademarks used on this website are the property of their respective owners. Bull. (2010) argue that the majority of the existing literature investigates the effects on teachers and not on students. Bondorf, 2013; Aldorf, 2016), for instance Kelchtermans (2006) highlight the importance and necessity of further definition and specification of teacher collaboration, in order to properly discuss the issue (p. 220). (1996) are used. Unterrichtswissenschaft 45, 262279. After an inspection of the regression weights, the error terms of the items six and eight were correlated because they had an unusually big value in comparison to the other items, contributing to a misspecification of the model. *Correspondence: Julio Gregorio Mora-Ruano, juliogregorio.mora-ruano@tum.de, 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). What is teacher stress? We conducted exploratory and confirmatory factor analysis to test the factorial validity of the instrument. New York, NY: Teachers College Press. These results are an indication that these two forms (IRC and PRC) may have effects on other aspects such as increased job satisfaction and/or decreased teachers' workload, but no effect on student achievement. Comparison of model fit values between original and respecified measurement models. B. More specifically, within the work of MTSS, collaboration is a MUST. [Professional Understanding and School Development: A Match?]. This is carried out through simultaneous analyses such as confirmatory factor analysis, linear regression and path estimates (cf. Zeitschrift fr Pdagogik 41, 7392. Our results show that a positive effect on student achievement can be established only when teachers specifically collaborate to discuss or advise each other about student performance. 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. A Study of Collaborative Consultation versus Traditional Methods of Special Education Service Delivery (LSU Historical Dissertations and Theses). Struct. (2018) and on the other hand, the three forms of collaboration described above. Wiesbaden: Springer VS. doi: 10.1007/978-3-531-19703-6. Additionally, the effects of the forms of collaboration on student achievement may be delayed in time. 5581. New York, NY: McGraw-Hill. Although originally denominated collaborative consultation and aimed specifically for interactions between general and special educators, Idol et al. Effective Teacher Professional Development. 104, 103147. 3:55. doi: 10.3389/feduc.2018.00055, Mostafa, T., and Pl, J. Louis, K. S., Dretzke, B., and Wahlstrom, K. (2010). Connecting principal leadership, teacher collaboration, and student achievement, in Paper presented at the American Educational Research Association Annual Meeting (Denver, CO). (2013) write that a definition of teacher collaboration is elusive, inconsistent, and often theoretical (p. 443). (2015). 11, 320341. The authors did not have access to identifiable information. Professional Capital: Transforming Teaching in Every School. (2010). Additionally several recommendations about the cut-off values to determine goodness-of-fit have been suggested and although this has been an object of study for a long time, there is still some disagreement as to the cut-off values for fit indices (Marsh et al., 2004, 2005). doi: 10.1787/9789264103733-en, OECD (2014). 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. Hochweber, J., Steinert, B., and Klieme, E. (2012).
This form is measured with questions referring to the frequency with which teachers exchange teaching materials, exam questions and work together for the preparation of individual and follow-up lessons. Sci. Psychol. Darling-Hammond et al.
(1991). Kooperation, in Lexikon der Politischen Bildung, Vol. Hair, J. F., Black, W. C., Babin, B. J., and Anderson, R. E. (2014). Schumacker, R. E., and Lomax, R. G. (1996). 20, 313328. Because research on teacher collaboration and its effects on student achievement is still in an emerging phase, further examination is essential to understand its connections and to expand related findings (ibid). Results from a national US survey. School Improv. 31, 117. Die Deutsche Schule 108, 8294. Analysis of the German PISA 2012 Sample. The absence of a unified theory on the effects of teacher collaboration, as well as a consistent definition of the construct, lead to mixed and inconsistent results which could make their interpretation very difficult. In Finland, for example, the curriculum reform of 2016 stated that a collaborative atmosphere (Halinen, 2015) is a key aim for school improvement, given that by working together across school subjects the objectives of the new curriculum, such as teacher competence development, can be met. Our review of the literature has identified concrete aspects that can be positively influenced through teacher collaboration. Missing data: our view of the state of the art. Stud. The structural characteristics of teacher collaboration are also manifold. Teubner), 7994. 7, 129146. Because through collaboration joint work is fostered to reach specific student learning goals, competition among colleagues is prevented (Williams, 2010). Teach. Teach. Graham, P. (2007). For the German context which this paper addresses, Drossel (2015) states that findings concerning teacher collaboration in Germany are inconsistent and partially contradictory (p. 55), although in Germany, collaboration is considered a fundamental part of school development (Kultusministerkonferenz, 2003; Kulturministerkonferenz, 2014), and a key aspect of models of professional learning which attempt to close the achievement gap. Hypothesis testing was conducted at significance level of p < 0.05. Lehrerkooperation, unterrichtsqualitt und lernergebnisse im fach englisch. Elem. If you do not make time for it, it will not get done. As per OECD guidelines and German national regulations (KMK) no new ethics approval was required. doi: 10.1207/s15328007sem1103_2, Meirink, J. Teacher collaboration in instructional teams and student achievement. Teacher collaboration: good for some, not so good for others.
Psychometric Theory 3rd Edn. Psychol. The datasets generated for this study will not be made publicly available permission to access and use the data for scientific purposes must be granted through the German Research Data Center (FDZ) at the Institute for Educational Quality Improvement (IQB). Overall, the model produced a good fit of the data, 2 = 139,513 (p 0.05), df = 58, CFI = 0.975, TLI = 0.960, RMSEA = 0.040 (90% CI = 0.0320.049) PCLOSE = 0.970. Dokumentation der Erhebungsinstrumente. Figure 1. Equ. Schacter, J., and Thum, Y. M. (2004). JM-R drafted the manuscript, wrote the literature background, performed, and interpreted the statistical analyses. 6, 155. This analysis is intended to explore the data when the links between the observed and latent variables are unknown or uncertain (Hair et al., 2014; Byrne, 2016). Bosker, R. J., and Hendriks, M. A. Rec. Bildungsbericht fr Deutschland. 8, 2374. Scheerens, J. Retrieved from: http://web.pdx.edu/~newsomj/semclass/ (accessed February 21, 2019). Model. We hypothesize that student achievement will only be positively influenced by the third form of collaboration (organization, performance, and problem-related, ORC), because this is the only form of collaboration that is explicitly focused on student achievement. 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. Hu, L., and Bentler, P. (1999). IRC = 0.63; PRC = 0.70, and ORC = 0.71. Clearing House 56, 1106. This definition lays the foundations for later expanded definitions such as occupational and organizational psychology (Piepenburg, 1991; Spie, 2004), political education (Reinhardt, 2000), or pedagogic-oriented (Esslinger, 2002). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. Improving impact studies of teachers' professional development: toward better conceptualizations and measures. 3. Field, A. Drossel, K. (2015). Table 1.