The relationship between teacher collaboration and student achievement

Content Provider	Semantic Scholar
Author	Harpe, Davin E.
Copyright Year	2014
Abstract	Harpe, Davin, E. Ph.D., Purdue University, December 2014. The Relationship Between Teacher Collaboration and Student Achievement. Major Professor: Marilyn A. Hirth. The purpose of this concurrent embedded mixed-methods study was to develop an instrument to measure principals' perceptions of teacher collaboration in their schools. The study further examined the relationship between perceptions of teacher collaboration and student achievement as measured by the Indiana “A-F” Accountability Model. Four key components of teacher collaboration were identified through a review of the literature. Those key components of teacher collaboration included 1) JobEmbedded Collaboration Time; 2) Common Goals; 3) Results Orientation; and 4) Working Interdependently. Using a survey, quantitative and qualitative data were collected from 359 Indiana elementary and middle school principals. Quantitative data on the principals’ perceptions of the presence and effectiveness of the four key components of teacher collaboration were analyzed. In order to support the quantitative data and find stronger understanding of the research, qualitative data were analyzed on how principals described teacher collaboration at their schools, including what factors impeded teacher collaboration, what factors facilitated teacher collaboration, and what relationships they perceived to exist between the quality and extent of collaboration and student achievement.
File Format	PDF HTM / HTML
Alternate Webpage(s)	http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1613&context=open_access_dissertations
Alternate Webpage(s)	https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1613&context=open_access_dissertations
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article