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

Article de revue


État de publication: Publiée (2007 )

Nom de la revue: Teachers College Record

Volume: 109

Numéro: 4

Intervalle de pages: 877-896


Résumé: 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.

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