This study was conducted to explore the relationship between teacher collaboration and student achievement. The pedagogical model espoused by Howland and Picciotto (2003b) defined teacher collaboration as a pedagogy that involves two or more teachers who regularly discuss teaching and learning, including learning activities, lesson plans, assignments, pacing, course design, evaluating, and revising the program. Five hundred twenty three school districts were invited to be part of this study. Then, 100 public school districts were randomly selected from 201 responses to an online survey addressed to Professional Development Chairpersons in Missouri. School districts were divided into two groups, collaborative and non-collaborative. Collaborative school districts were distinguished from non-collaborative school districts as districts that used contracted time, or time embedded within the school day, for staff to collaborate. Non-collaborative school districts did not meet during contracted time; collaboration occurred during workshops, book studies, and planning during the school day. Analysis was also conducted to determine the effectiveness of collaboration taking place between both groups. Eighth grade student achievement scores in Communication Arts and Math from the 2009-2010 Missouri Assessment Program (MAP) were analyzed to determine the relationship between collaborative school districts and non-collaborative school districts. Through the application of a t-test, a significant relationship was found between school districts utilizing contracted time for teacher collaboration and higher student achievement. Findings from the study should be useful in informing educators regarding the potential impact of utilizing contracted time for teacher collaboration.
|Commitee:||Anderson, Jason, Reid, Terry|
|School Location:||United States -- Missouri|
|Source:||DAI-A 73/04, Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Educational evaluation, Educational leadership|
|Keywords:||Contracted collaboration time, Missouri, Missouri assessment program, Student achievement, Teacher collaboration|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be