Teacher Collaboration in Instructional Teams and Student Achievement

Item

Title

Teacher Collaboration in Instructional Teams and Student Achievement

Abstract/Description

This study draws upon survey and administrative data on over 9,000 teachers in 336 Miami-Dade County public schools over 2 years to investigate the kinds of collaborations that exist in instructional teams across the district and whether these collaborations predict student achievement. While different kinds of teachers and schools report different collaboration quality, we find average collaboration quality is related to student achievement. Teachers and schools that engage in better quality collaboration have better achievement gains in math and reading. Moreover, teachers improve at greater rates when they work in schools with better collaboration quality. These results support policy efforts to improve student achievement by promoting teacher collaboration about instruction in teams.

Author/creator

Ronfeldt, Matthew

Farmer, Susanna Owens

McQueen, Kiel

Grissom, Jason A.

Date

2015

In publication

American Educational Research Journal

Volume

52

Issue

3

Pages

475-514

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

Language

en

Open access/full-text available

en No

Peer reviewed

en Yes

ISSN

0002-8312

DOI

10.3102/0002831215585562

URL

Official Publisher's Webpage (SAGE Journals)

Citation

Ronfeldt, M., Farmer, S. O., McQueen, K., & Grissom, J. A. (2015). Teacher Collaboration in Instructional Teams and Student Achievement. American Educational Research Journal, 52(3), 475–514. https://doi.org/10.3102/0002831215585562

Item sets

OB Citations: Teacher Collaboration in School Improvement

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