52, 475514. from Lamar University. Anderson and Gerbing (1988) suggested that before examining the structural relationships in a model, a first step in form of a confirmatory factor analysis is preferred because it ensures that the latent constructs are adequately measured. (2003). Improving impact studies of teachers' professional development: toward better conceptualizations and measures. Ms. Diaz Henderson is the Director of Customer Success at Branching Minds, where she works diligently to develop strong relationships with district partners to ensure they meet their MTSS goals. Teachers often draw support from each other and can delegate tasks in ways that help them collectively be more effective. Bondorf, N. (2013): Profession und Kooperation: Eine Verhltnisbestimmung am Beispiel der Lehrerkooperation. University of Nebraska, Lincoln, OR; Omaha, NE, United States. While working as an instructional leader, Katya worked closely with classroom teachers, helping them grow professionally and supporting them personally. The positive influence of teacher collaboration transcend the teacher community; research has shown that professional collaborative activities might have a positive effect on student achievement (cf. Lehrerkooperation, unterrichtsqualitt und lernergebnisse im fach englisch. (2015). Additionally, someone should be in charge of creating a weekly agenda, though this role may or may not rotate, depending on the teams structure. Mahwah, NJ: Lawrence Erlbaum Associates. Psychol. Brown, T. A. Econ. These results are an indication that these two forms (IRC and PRC) may have effects on other aspects such as increased job satisfaction and/or decreased teachers' workload, but no effect on student achievement. Enschede: Universiteit Twente, Onderzoek Centrum Toegepaste Onderwijskunde. In their research review (ibid), they identified teacher collaboration as one of seven factors that constitute effective professional development stating that, by working collaboratively, teachers can create communities that positively change the culture and instruction of their entire grade level, department, school, and/or district (p. v). Contributions to the discussion about school quality. Teach. Hochweber, J., Steinert, B., and Klieme, E. (2012). Teaching in the Knowledge Society: Education in the Age of Insecurity. doi: 10.3102/0002831215585562. This definition lays the foundations for later expanded definitions such as occupational and organizational psychology (Piepenburg, 1991; Spie, 2004), political education (Reinhardt, 2000), or pedagogic-oriented (Esslinger, 2002). Reinhardt, S. (2000). Multivariate Data Analysis, 7th Edn.New York, NY: Pearson. Teacher collaboration is one factor that is consistently presented as decisive for the improvement of the school and its members. Res. (eds). Lack of preparation can lead to unfocused meetings, which is one of the biggest reasons teachers report team meetings turn into time-wasting activities. PISA 2006: Skalenhandbuch. Front. (as cited in Luster, 1993) provide one of the first operationalized definitions: an interactive process that enables people with diverse expertise to generate creative solutions to mutually defined problems (p. 1). Table 2. Sci. Educ. (2015). Model. Schumacker, R. E., and Lomax, R. G. (1996). (2010). (2010) found a significant direct positive effect on student achievement in the subjects of mathematics and reading as well as an indirect effect of shared instructional leadership on student achievement only when mediated through collaboration. We conducted exploratory and confirmatory factor analysis to test the factorial validity of the instrument. Aldorf, A.-M. (2016). Grsel, C., Fussangel, K., and Prbstel, C. (2006). Rev. An Empirical Analysis of the Collaboration in the Project 'Ganz In']. ein berblick zum stand der empirischen forschung. Effective Teacher Professional Development. Our goal was to investigate to what extent the three forms of teacher collaboration proposed by the German teacher questionnaire from PISA 2012 influence student achievement. Instructor 101, 3036 doi: 10.3817/1293094030. The new including: how it really works. For instance, Reeves et al. Struct. Res. For our study, the recommended joint criteria to retain a model by Hu and Bentler (1999) and by MacCallum et al. Educ. Equ. In the literature, several recommendations have been made for the number of fit indices to be reported (c.f., Bollen, 1990, Fan et al., 1999, Hu and Bentler, 1999, Schumacker and Lomax, 1996). Hu and Bentler (1999) suggested values for the CFI and TLI above 0.95 and values below 0.05 for the SRMR, whereas MacCallum et al. J. Educ. Rather than just looking at their individual students data, they can be looking at grade-level and school-level data, and even comparing their school data to their district and to others using a nationally-normed assessment. What is teacher stress? Springer), 961288. Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Overall fit in covariance structure models: two types of sample size effects. A. from the University of Texas at Austin and a M. Ed. 19, 442460. What Works Best in Education: The Politics of Collaborative Expertise. A reliability coefficient for maximum likelihood factor analysis. Nonetheless, all values are well within the threshold for a good fit. If teachers are not able to meet and/or collaborate in a way that allows that flow of information, it is very hard to be true to the MTSS approach. Nine items were eliminated because they did not contribute to a simple factor structure and failed to meet a minimum criteria of having a primary factor loading of 0.4 or above, and no cross-loading of 0.2 or above as suggested by Nunnally and Bernstein (1994). The other two forms, IRC (instruction related) and PRC (project related) may have an influence on other aspects but not on student achievement. (2013). Table 1. (1996) defined RMSEA values of 0.01, 0.05, and 0.08 to indicate excellent, good, and mediocre fit, respectively. If teachers meet in teams on a regular basis, they can facilitate the exchange of ideas and work together. The other two forms, Instruction-related (IRC) and Project-related (PRC) collaboration, did not have an effect on student achievement (standardized coefficients = 0.03 and 0.00, respectively). Teacher collaboration as professional development in a large, suburban high school (Dissertation). J-HH provided expertise on data analysis and performed some of these analyses (i.e., data matching). Graham, P. (2007). However, as Friend and Cook (2009) indicate, in order to create thriving collaboration communities, specification of goals, and outcomes is necessary as well as the allocation of time to collaborate. Educ. Teacher collaboration: good for some, not so good for others. What is Going on in Finland? Furthermore, Scheerens (2000) points out that most of the data on school effectiveness has been gathered in American elementary schools (p. 44). Factor loadings for the complete model can be seen in Table 3. Kelchtermans, G. (2006). Furthermore, because their communalities were lower than 0.3 or only marginally above (Item 11) and thus were not explained adequately by the factors (see Table 2). Figure 2 shows the final measurement model with its standardized values and regression weights. 103, 411423. Statistical and methodological myths and urban legends. In: Unesco (Ed. Mnster: Waxmann. (2012) found that students whose teachers participated in collaborative activities, such as instruction strategies, scored higher in science and reading achievement than students whose teachers did not attend such professional development activities. (2003). We report the chi-square and its significance value as it is the original fit index and the basis for most other fit indices. Spie, E. (2004). Another example of the high value placed on teacher collaboration can be found in the United States; Melanie Hirsh states that: the system at the school level is supported by state and federal policies that encourage regular teacher collaboration [] and provides needed resources to give teachers time and opportunity to make this happen (Darling-Hammond et al., 2009, p. 3). In Finland, for example, the curriculum reform of 2016 stated that a collaborative atmosphere (Halinen, 2015) is a key aim for school improvement, given that by working together across school subjects the objectives of the new curriculum, such as teacher competence development, can be met. Kooperation und konflikt, in Organisationspsychologie Gruppe und Organisation [Organizational Psychology - Group and Organization], ed H Schuler (Gttingen: Hogrefe, 193247. doi: 10.1016/j.tate.2006.04.011, Reeves, P., Pun, W., and Chung, K. (2017). (1996). (2009). Figure 1. The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. Goddard et al., 2010; Lara-Alecio et al., 2012). Interprofessionelle Lehrkraftkooperation im inklusiven Unterricht aus der Perspektive der Schlerinnen und Schler. Dufour, R., Dufour, R., and Eaker, R. (2006). Teach. In other words, this allowed us to organize the items of the questionnaire better in relation to the three proposed forms of collaboration. Vincent-Lancrin et al. doi: 10.1007/BF02291170, Vandenberg, R. J. Educ. doi: 10.1093/acprof:oso/9780199773596.001.0001, Desimone, L. M. (2009). doi: 10.1037/0033-2909.107.2.238, PubMed Abstract | CrossRef Full Text | Google Scholar. 104, 103147. Standards fr Die Lehrerbildung: Bildungswissenschaften, in Beschluss der Kultusministerkonferenz vom 16.12.2004 i. d. F. vom 12.06.2014. MG gave oversight about writing and provided feedback to the final edited manuscript. Bloomington, IN: Solution Tree. Secondly, the Kaiser-Meyer-Olkin measure of sampling adequacy was 0.916 falling in the range that Kaiser (1974) defined as marvelous. The Bartlett's test of sphericity was significant, 2 (136) = 10,297.8, p < 0.05. This is, however, a complicated task given the definitional inconsistencies of teacher collaboration. Data should always be a part of teacher meetings. Res. 2022 Branching Minds, Inc. All rights reserved. Forschungsbefunde zur kooperation von lehrkrften ein narratives review [Research results on teacher cooperation - a narrative review]. Stanford, CA: Stanford Center for Opportunity Policy in Education. 67, 227236. The communities that will be formed by working collaboratively will enhance teacher effectiveness and expertise (Hattie, 2015). Collaboration among teachers is a force that positively influences the whole school community. Organization, performance, and problems related (ORC) covering aspects such as strategies to help students based on their academic performance within and across subjects as well as strategies to dealing with homework (Frey et al., 2009; Mora-Ruano et al., 2018). Friend, M., and Cook, L. (1992). Permission to access and use the data for scientific purposes was granted through the German Research Data Center (FDZ) at the Institute for Educational Quality Improvement (IQB). Retrieved from: https://learningforward.org/docs/default-source/pdf/nsdcstudy2009.pdf (accessed April 6, 2019). (1990). Bondorf, 2013; Aldorf, 2016), for instance Kelchtermans (2006) highlight the importance and necessity of further definition and specification of teacher collaboration, in order to properly discuss the issue (p. 220). Friend, M., and Cook, L. (2009). (2017) argue that related findings are limited, given the tendency to investigate teacher collaboration as a single construct instead of using different forms. Additionally, some studies have found a positive effect of teacher collaboration on student achievement (cf. (1991). Kooperation, in Lexikon der Politischen Bildung, Vol. Improving teacher effectiveness through structured collaboration: a case study of a professional learning community. Eisner, E. W. (1992). Time is a teachers most valuable resource, so anything that helps improve efficiency is a win! Betrouwbaarheid, Validiteit en Bruikbaarheid van een Instrumentarium Ten Behoeve van Schoolzelfevaluatie in Het Basisonderwijs. doi: 10.1207/s15328007sem1103_2, Meirink, J. The fact that the other two forms of collaboration (IRC and PRC) have a zero and a negative standardized regression weight does not mean that the more a teacher collaborates along these dimensions, the worse the students' achievement will be. Analysis of the German PISA 2012 Sample. (2012). doi: 10.1037/1082-989X.1.2.130. This analysis is intended to explore the data when the links between the observed and latent variables are unknown or uncertain (Hair et al., 2014; Byrne, 2016). The central role that teachers play every day at school is well documented in the literature. Thus, by analyzing the representative German sample from PISA 2012, we expand the existing literature by investigating the effects that three forms of collaboration [instruction-related (IRC), project-related (PRC) and organization, performance, and problems-related (ORC)] have on student achievement as measured by grades from the subjects of mathematics, German language, biology, physics and chemistry. doi: 10.1086/673198. This model will be used to perform our main analyses. Little (1990) identified four different types of collaborative elements, including storytelling and scanning for ideas, aid and assistance, sharing, and joint work. When. doi: 10.1080/00098655.1982.10113746. New York, NY: Guilford Press. EFA of forms of teacher collaboration. Res. Although the focus of this paper lies on the German context, the results that we present can help researchers and practitioners alike determine if a particular form of collaboration can influence student achievement in other contexts. Equ. Middle Level Educ. 107, 256259. OECD (2004). Tagged: Lee and Smith, 1996; Borko, 2004; Louis et al., 2010; Dumay et al., 2013). However, teacher collaboration encompasses very complex forms of interactions among its individuals and therefore, it would be advisable for future studies to include moderation or mediation variables such as principal leadership, teachers' self-efficacy or student motivation in order to give a better explanation of the effects of teacher collaboration on student achievement. OECD, 2014; Mostafa and Pl, 2018), which is a core element of an effective teacher. Correlated error terms in measurement models represent the hypothesis that the unique variances of the associated indicators overlap; that is, they measure something in common other than the latent constructs that are represented in the model (Dattalo, 2013, p. 118). Teacher isolationloneliness in the classroom. (2014) deemed values of 0.600.70 the lower limit of acceptability. doi: 10.1007/BF02291575. doi: 10.1080/0305569032000159651, Kaiser, H. (1974). 5. Byrne, B. M. (2016). Paris: OECD Publishing. Goddard et al. Of course, there are many challenges in building a master schedule that gives teachers this time, but there is also a growing body of research showing the significant benefits of facilitating effective collaboration. Erste Befunde. Die Anregung von Lehrkrften zur Kooperation - eine Aufgabe fr Sisyphos? (2013) write that a definition of teacher collaboration is elusive, inconsistent, and often theoretical (p. 443). Thankfully technology has made collaboration easier and much more streamlined. Given the huge impact that teachers play in the performance of their students and the continual acknowledgment of teacher collaboration as a core element for the professional development of the school and its members, it is not surprising that many official policies and education reforms around the world plead for more collaborative practices among teachers. doi: 10.1787/5jxzbtw4gzg3-en, Piepenburg, U. She holds a B.A. The need to reach a consistent definition is well-documented in the literature (cf. The absence of a unified theory on the effects of teacher collaboration, as well as a consistent definition of the construct, lead to mixed and inconsistent results which could make their interpretation very difficult. When English and History teachers work together, for example, they can share units and use each others areas of expertise and skills to guide students to a higher level of rigor. Given that collaboration make teaching less stressful and more satisfying (Burns and Darling-Hammond, 2014, p. ii) arguably teachers can focus on other aspects such as teaching practices, which in turn have considerable positive effects on student achievement (cf. They can also learn new things about their students from other educators that impact their ability to connect with and support their students. Previous research has found positive effects of teacher collaboration on student achievement (cf. All analyses were conducted using the software packages SPSS 25 and AMOS 25. No signs of multicollinearity were found as none of the items correlated more than the threshold of 0.8 suggested by Field (2013). Teach. 20, 313328. (2013) Discovering Statistics Using IBM SPSS Statistics: And Sex and Drugs and Rock N Roll, 4th Edn. Dokumentation der Erhebungsinstrumente. Methods 9, 194201. In order to properly assess these effects, two datasets (teacher and student) were matched, resulting in a subsample of 869 schoolteachers (44.5% female, 55.5% male) with a mean age of 47.3 and in a corresponding subsample of 869 students. Schoolteacher: A Sociological Study. 4:85. doi: 10.3389/feduc.2019.00085. Rec. In order to provide a valid framework we will use on the one hand, the definition of teacher collaboration from Mora-Ruano et al. 93, 610627. Research tends to investigate teacher collaboration as a single construct and thus, information about the benefits that can be drawn from specifics form of collaboration are unknown (Reeves et al., 2017). Therefore, in this study we would like to know to what extent teacher collaboration influences student achievement (measured in the subjects of mathematics, German language, biology, physics, and chemistry) dependent on the form of collaboration. 109, 877896. Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. How does leadership affect student achievement? Ditton, H. (2000). The measurement model specifies the outcomes variables measured. Lehrerkooperation und die Effektivitt von Lehrerfortbildungen. Goddard, Y. L., Miller, R., Larsen, R., Goddard, G., Jacob, R., Madsen, J., et al. Bollen, 1989; Byrne, 2016). Psychol. The results of a study conducted by Ronfeldt et al. Educ. [Quality control and quality assurance in school and teaching. Figure 3. (2018) provide one definition aimed exclusively at the teacher level in which aspects such as relational trust, school administration, as well as coordination and exchange of ideas and materials between teachers play a central role for the teaching effectiveness. Even though most teachers and school administrators agree that teacher collaboration leads to improved outcomes for both teachers and students, many schools are still not providing enough time for teachers to work together during school hours. Structural Equation Modeling with AMOS: Basic Concepts, Applications, and Programming, 3rd Edn. Puchner and Taylor, 2006), increased teaching effectiveness (cf.