Page 221 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 221
.2
How Teacher-teacher and Teacher-student
Cooperation Link with Achievement
– Evidence from International Studies
Mojca Štraus
Synopsis
Evidence from international large-scale assessment studies shows
that more complex professional collaboration between teachers and
teacher-student relations is associated with an improvement in stu-
dent achievement, even when considering differences in students’
backgrounds. It may also be important that teachers who collabo-
rate more with their colleagues generally report more positive teach-
er-student relations.
Summary
Studies on early school leaving (ESL) have shown that (low) student
achievement is an important predictor of ESL. This paper presents a
literature review of evidence from international large-scale assess-
ments (ILSA studies) on associations between teacher-teacher and
teacher-student cooperation and student achievement. Due to their
cross-sectional nature, the ILSA studies cannot provide direct evi-
dence of a link between cooperation practices in schools and ESL.
However, ILSA studies do offer evidence, first, on the kinds of co-
operation practices found in schools internationally and, second,
that students in schools where there is more (of specific types of)
collaboration have, on average, higher achievement. While a ben-
eficial effect of cooperation practices on student learning exists, it
is embedded in the context of the ILSA data that also reveal that
221
How Teacher-teacher and Teacher-student
Cooperation Link with Achievement
– Evidence from International Studies
Mojca Štraus
Synopsis
Evidence from international large-scale assessment studies shows
that more complex professional collaboration between teachers and
teacher-student relations is associated with an improvement in stu-
dent achievement, even when considering differences in students’
backgrounds. It may also be important that teachers who collabo-
rate more with their colleagues generally report more positive teach-
er-student relations.
Summary
Studies on early school leaving (ESL) have shown that (low) student
achievement is an important predictor of ESL. This paper presents a
literature review of evidence from international large-scale assess-
ments (ILSA studies) on associations between teacher-teacher and
teacher-student cooperation and student achievement. Due to their
cross-sectional nature, the ILSA studies cannot provide direct evi-
dence of a link between cooperation practices in schools and ESL.
However, ILSA studies do offer evidence, first, on the kinds of co-
operation practices found in schools internationally and, second,
that students in schools where there is more (of specific types of)
collaboration have, on average, higher achievement. While a ben-
eficial effect of cooperation practices on student learning exists, it
is embedded in the context of the ILSA data that also reveal that
221
