The DOI matches its Crossref record; 24 of the 24 references it cites were found in a registry or an index.
Teacher Collaboration in Instructional Teams and Student Achievement
Abstract
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.
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Cites
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Schoolteacher: A Sociological Study
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(2010) · Encyclopedia of Curriculum Studies · doi:10.4135/9781412958806.n174 · Cited by 1,379
Teachers' Professional Community in Restructuring Schools
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Horn, I. S., & Little, J. W. (2010) · American Educational Research Journal · doi:10.3102/0002831209345158 · Cited by 762
Inside Teacher Community: Representations of Classroom Practice
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Kraft, M. A., & Papay, J. P. (2014) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373713519496 · Cited by 517 · cited 4×
“To answer this question, we build upon an approach by Kraft and Papay (2014), which uses teacher fixed-effects regression models to estimate a teacher’s value-added in math as a function of collaboration factors fully interacted with a quartic function for experience.5 We prefer the teacher…”
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Cited by
“Together we are better”: Professional learning networks for teachers
Trust, T., Krutka, D. G., & Carpenter, J. P. (2016) · Computers & Education · doi:10.1016/j.compedu.2016.06.007 · Cited by 559
Instructional Coaching as High-Quality Professional Development
Desimone, L. M., & Pak, K. (2017) · Theory Into Practice · doi:10.1080/00405841.2016.1241947 · Cited by 427
Field placement schools and instructional effectiveness
Ronfeldt, M. (2015) · Journal of Teacher Education · doi:10.1177/0022487115592463 · Cited by 122
Self-citationWardrip, P. S., & Herman, P. (2018) · Teacher Development · doi:10.1080/13664530.2017.1308428 · Cited by 16
Metadata
- Authors
- Ronfeldt, M., Farmer, S. O., McQueen, K., & Grissom, J. A.
- Venue
- American Educational Research Journal
- Published
- 2015-06
- Volume
- 52
- Issue
- 3
- Pages
- 475-514
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2168273971
- Cited by
- 621
- References
- 24
- FWCI
- 206.63
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
