Does Teacher Collaboration Improve Student Achievement? Analysis of the German PISA 2012 Sample

Mora-Ruano, Julio Gregorio; Heine, Jörg-Henrik; Gebhardt, Markus

doi:10.3389/feduc.2019.00085

Cited by 27 publications

(17 citation statements)

References 49 publications

(49 reference statements)

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“…This means that teacher collaboration appears to be effective in improving students' achievement. This finding resounds that of Mora-Ruano et al (2019) that teachers' collaboration can be effective in improving students' achievement if their learning needs are discussed during the collaborative activities. It also resonates with the finding of Ronfeldt et al (2015) that high-quality collaboration among teachers is associated with an increase in students' achievement in mathematics and reading.…”

Section: Discussionsupporting

confidence: 52%

Can Teacher Collaboration Improve Students’ Academic Achievement in Junior Secondary Mathematics?

Saka

2021

AJUE

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The unsatisfactory students’ performance in school subjects in Nigerian secondary schools has been blamed on teachers’ quality and professional development suggested as a remedy. Hence, this study examined the effects of teacher collaboration on students’ academic achievement in mathematics. The study adopted pretest-posttest-control group quasi-experimental design involving a 2x2 factorial matrix. The sample for the study consisted of one hundred and thirty-five (135) students from two intact classes and five teachers of the two junior secondary schools purposively selected for the study. Mathematics Achievement Test (MAT), a researcher-developed instrument with reliability coefficient of 0.86 was used to collect data. The collected data were analyzed using both descriptive and inferential statistics. The results indicated significant difference in the effect of teachers’ group (collaboration and isolation) on students’ achievement in mathematics. Also, the study found no significant effect of students’ age on academic achievement in Mathematics. Additionally, the finding revealed no significant interaction effect of teachers’ group and students’ age on academic achievement in Mathematics. Based on the findings, the study recommended among other that government should restructure the school hours to cater for teacher collaboration activities and that workshops should be organised for teachers on the importance of teacher collaboration as a means of professional development.

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Section: Discussionsupporting

confidence: 52%

Can Teacher Collaboration Improve Students’ Academic Achievement in Junior Secondary Mathematics?

Saka

2021

AJUE

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“…It must be noticed that not all forms of collaboration are necessarily positively related on every aspect of the school. For instance, Mora-Ruano et al (2019) showed a negative relationship between the exchange form of collaboration and student achievement. Therefore, enhancing such types of collaboration may fail to increase student achievement.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Instructional Leadership as a Vehicle for Teacher Collaboration and Student Achievement. What the German PISA 2015 Sample Tells Us

2021

Self Cite

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We investigated the effects of principal instructional leadership (IL) on the frequency of two forms of teacher collaboration (TC) namely exchange and coordination of teaching (EXCHT) and professional collaboration (PROFCOLT) and their influence on student achievement (SA). Using data from the representative German PISA 2015 sample, we carry out structural equation modeling analysis to estimate the direct effects of IL on TC and of TC on SA, as well as the indirect effects of IL on SA. The analyses were conducted at the school level and only teachers belonging to the non-science group in PISA 2015 were included. After testing for the factorial validity of the instrument, only the collaboration form (EXCHT) could be retained. Our analysis suggests that principal instructional leadership can positively influence teachers’ collaboration frequency and that the remaining form of teacher collaboration is not positively related to student achievement. Our study builds on and extends research on student achievement by adding evidence about the relations between principal leadership and teacher collaboration in Germany.

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“…The new generation of students demands new teaching practices (Vega-Burgos et al, 2011;Herodotou et al, 2019). Our results point out the importance of professor collaboration (Mora-Ruano et al, 2019), implying the need for educators, at least in Latin America, to make certain that the activities in the classrooms increase student emotional intelligence or orientation to happiness. An example would be the Mindfulness and Emotional Intelligence Program (PINEP), which is a virtual program that has been proven to enhance students' positive traits (Salcido-Cibrián et al, 2019).…”

Section: Discussionmentioning

confidence: 63%

Impact of Positive Personal Traits on University Student Engagement in Mexico, Colombia, and El Salvador

et al. 2020

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A large number of determinants influence the academic engagement of university students. However, positive influences that can be encouraged by the university have not been thoroughly studied. Most psychological research has been conducted in developed countries. Given the importance of understanding and encouraging university students in Latin America, it is essential to increase the quantity of research focused on personal traits and their association with better performance by university students. Two positive traits that have been shown to improve performance in a variety of areas are emotional intelligence and orientation to happiness. However, little is known about the relationship between these two positive aspects and university student engagement. The aim of this study was to determine the impact of emotional intelligence and orientation to happiness on university student engagement in three Latin American countries: Mexico, Colombia, and El Salvador. A total of 621 students answered a quantitative instrument that evaluates the three variables of interest. A model of structural equations was carried out in order to verify the direct impact that emotional intelligence and orientation to happiness have on university student engagement. The model explained 38% of the variance of university student engagement, indicating that these two positive personal traits can enhance interest and performance in scholarly activities by university students. Higher education in Latin America often focuses on increasing the knowledge of their students; however, these results indicate that promoting personal development, such as greater orientation toward happiness and emotional intelligence, can produce better results.

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Does Teacher Collaboration Improve Student Achievement? Analysis of the German PISA 2012 Sample

Cited by 27 publications

References 49 publications

Can Teacher Collaboration Improve Students’ Academic Achievement in Junior Secondary Mathematics?

Can Teacher Collaboration Improve Students’ Academic Achievement in Junior Secondary Mathematics?

Instructional Leadership as a Vehicle for Teacher Collaboration and Student Achievement. What the German PISA 2015 Sample Tells Us

Impact of Positive Personal Traits on University Student Engagement in Mexico, Colombia, and El Salvador

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