Comparing the effects of teacher collaboration on student performance in Taiwan, Hong Kong and Singapore

Chen, Weilin; Elchert, Daniel M.; Asikin-Garmager, Asih

doi:10.1080/03057925.2018.1528863

Cited by 23 publications

(14 citation statements)

References 32 publications

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“…In this research, the average home possessions score was -0.17 in Singapore, which was higher than the average score of the home possessions score of Turkey. Additionally, the possession at home has the potential to increase in achievement (Chen, Elchert, & Asikin-Garmager, 2018;Pokropek, Borgonovi, & McCormick, 2017).…”

Section: Discussionmentioning

confidence: 99%

Determination of the Factors Affecting Students’ Science Achievement Level in Turkey and Singapore: An Application of Quantile Regression Mixture Model

Depren

2020

JBSE

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In the last decade, the usage of advanced statistical models is growing rapidly in many different disciplines. However, the Quantile Regression Mixture Model (QRMIX), which is a developed approach of the Finite Mixture Model (FMM), is an applicable new method in the educational literature. The aim of the proposed study was to determine factors affecting students' science achievement using the QRMIX approach. To reach this aim, data of the Programme for International Student Assessment (PISA) survey, which has been conducted by the Organization Economic for Co-Operation and Development (OECD) every 3 years, was used. Dataset used in the research is composed of 6,115 students from Singapore, which is the top-performer country among the participant countries, and 5,895 students from Turkey. The results showed that the factors affecting students' science achievement and its importance on the achievement differentiated according to the achievement levels of the students. In conclusion, it was revealed that Turkish students with the lowest science achievement level should be supported with home possessions, perceived feedback, and environmental awareness and Singaporean students with the lowest achievement level should be supported with perceived feedback, enjoyment of science, and epistemological beliefs.

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Section: Discussionmentioning

confidence: 99%

Determination of the Factors Affecting Students’ Science Achievement Level in Turkey and Singapore: An Application of Quantile Regression Mixture Model

Depren

2020

JBSE

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“…A collaborative process is successful when group members actively interact with one another and support one another in order to achieve a shared goal (Anderson & Guerreiro, 2016). TC can be defined as professional interactions that occur between or among teachers in both formal and informal settings (Chen et al, 2020). According to Bottia et al (2016), TC is a condition of which teachers collaborate with their colleagues to create lessons, avoid redundancy in mapping learning concepts and teaching materials, and find ways to improve compatibility across curricular components.…”

Section: Teacher Leadership and Teacher Collaborationmentioning

confidence: 99%

Teacher Collaborative Metacognitive Feedback as the Application of Teacher Leadership Concept to Scaffold Educational Management Students’ Metacognition

Asha¹,

Hamengkubuwono²,

Morganna³

et al. 2022

EUROPEAN J ED RES

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<p style="text-align: justify;">Teacher leadership theory has underlined the essence of teacher collaboration (TC) in helping students learn better. Also, many studies and theories have argued that TC can be an effective way to provide learning feedback. Thus, this mixed-method study aimed to experimentally examine the effect of teacher collaborative metacognitive feedback (TCMF) on educational management (EM) students’ metacognition, to see the different effects on EM students’ metacognition as affected by TCMF and by individual teaching metacognitive feedback (ITMF), and to qualitatively probe into students’ perceptions of teacher collaboration. The quantitative study conducted a quasi-experimental method by involving 44 EM students. A valid and reliable scale of metacognition adopted from a previous study was utilized as the instrument of data collection. The qualitative study conducted interviews with 8 students selected purposively, and the data were analyzed interactively to reach credible information. This study revealed that TCMF positively and significantly affected EM students’ metacognition. TCMF contributed to EM students’ metacognition better than ITMF did. The students perceived that TC developed their collaborative skills, continuously supporting their critical thinking skills, intercultural communicative competence, and problem-solving skills. Limitations, implications, and recommendations for further research are discussed.</p>

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“…Articles that scored two +3s matched the criteria of complete variable orientation and strong focus on learning outcomes. These included Chen et al (2018), Sapire and Sorto (2012) and Aslam et al (2019). Articles that scored two -3s matched the criteria of holistic treatment of the socio-cultural context and attention to pedagogical processes as objects of study in themselves-such as Anderson-Levitt ( 2004), Hufton et al (2003) and Breton-Carbonneau et al (2012).…”

Section: Toward a Typology Of Comparative Studies Of Pedagogymentioning

confidence: 99%

Revisiting comparative pedagogy: methodologies, themes and research communities since 2000

Schweisfurth

Thomas

Smail

2020

Compare: A Journal of Comparative and International Education

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This article provides an analysis of contemporary comparative research on pedagogy, as published since 2000. It explores this sub-field of comparative education inquiry over this period, including how it has responded to new global movements, changing balances of power, and methodological advances. While these have shaped the field in recognisable ways, differing responses to these among researchers from contrasting research traditions have resulted in divergence as well as convergence. This divergence has created distinct typologies of studies that reflect particular epistemic communities of researchers, depending on how context and the purpose of research are perceived. The scoping review is based on a survey of 51 articles identified through a systematic search of 10 Englishlanguage journals in the field of comparative and international education.

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Comparing the effects of teacher collaboration on student performance in Taiwan, Hong Kong and Singapore

Cited by 23 publications

References 32 publications

Determination of the Factors Affecting Students’ Science Achievement Level in Turkey and Singapore: An Application of Quantile Regression Mixture Model

Determination of the Factors Affecting Students’ Science Achievement Level in Turkey and Singapore: An Application of Quantile Regression Mixture Model

Teacher Collaborative Metacognitive Feedback as the Application of Teacher Leadership Concept to Scaffold Educational Management Students’ Metacognition

Revisiting comparative pedagogy: methodologies, themes and research communities since 2000

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