Page 224 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 224
ear ly school leaving: contempor ary european perspectives
and teacher-student relations or otherwise accommodating the definitions
from the particular ILSA study in question.
Literature searches for the review in this paper were performed
on diverse search engines and bibliographical databases, library cata-
logues and websites, starting with international reports of the results of
the above studies. Key words used in the search were different combina-
tions of the names and acronyms of the studies or terms “international
assessments”, “international studies” etc. and “collaboration”, “coopera-
tion”, “teacher-student relationship” etc. As mentioned, the search with
the terms “early school leaving” or “dropout” proved to be too narrow and
did not produce any results. The results described below therefore do not
address ESL directly but provide a wider international context of associ-
ations between teacher-teacher or teacher-student cooperation and stu-
dent achievement.
Among ILSA studies that have collected data about cooperation prac-
tices in schools, the largest sets of constructs can be found in the Teaching
and Learning International Survey (TALIS) conducted in 2008 and 2013 in
connection with the PISA with the latest cycle of 2012. Some data can also
be found in the International Study of Computer and Information Literacy
Study (ICILS) carried out in 2013, the Trends International Mathematics
and Science Study (TIMSS) and the Progress in International Reading
Literacy Study (PIRLS), both with the latest data collection in 2011.
Conceptual background of teacher-teacher and teacher-
student cooperation
In our literature review it became evident that research on teacher coop-
eration practices occurring in schools is embedded in the research of the
concepts of teacher professionalism and professional learning communi-
ties. Based on the view that teacher quality is the key to student achieve-
ment, these concepts have gained research prominence in the past decades
(Darling-Hammond & Lieberman, 2013). In their meta-analysis, Lomos,
Hofman and Bosker (2011a) discuss how the professional community con-
cept has had a long development process, starting around 1982 with the
introduction of collegiality and collaboration and developed around 2000
into professional learning community. From their meta-analysis and draw-
ing from a number of previous studies they derive the concept with five di-
mensions; namely, reflective dialogue, de-privatisation of practice or feed-
back on instruction, collaborative activity, shared sense of purpose, and a
224
and teacher-student relations or otherwise accommodating the definitions
from the particular ILSA study in question.
Literature searches for the review in this paper were performed
on diverse search engines and bibliographical databases, library cata-
logues and websites, starting with international reports of the results of
the above studies. Key words used in the search were different combina-
tions of the names and acronyms of the studies or terms “international
assessments”, “international studies” etc. and “collaboration”, “coopera-
tion”, “teacher-student relationship” etc. As mentioned, the search with
the terms “early school leaving” or “dropout” proved to be too narrow and
did not produce any results. The results described below therefore do not
address ESL directly but provide a wider international context of associ-
ations between teacher-teacher or teacher-student cooperation and stu-
dent achievement.
Among ILSA studies that have collected data about cooperation prac-
tices in schools, the largest sets of constructs can be found in the Teaching
and Learning International Survey (TALIS) conducted in 2008 and 2013 in
connection with the PISA with the latest cycle of 2012. Some data can also
be found in the International Study of Computer and Information Literacy
Study (ICILS) carried out in 2013, the Trends International Mathematics
and Science Study (TIMSS) and the Progress in International Reading
Literacy Study (PIRLS), both with the latest data collection in 2011.
Conceptual background of teacher-teacher and teacher-
student cooperation
In our literature review it became evident that research on teacher coop-
eration practices occurring in schools is embedded in the research of the
concepts of teacher professionalism and professional learning communi-
ties. Based on the view that teacher quality is the key to student achieve-
ment, these concepts have gained research prominence in the past decades
(Darling-Hammond & Lieberman, 2013). In their meta-analysis, Lomos,
Hofman and Bosker (2011a) discuss how the professional community con-
cept has had a long development process, starting around 1982 with the
introduction of collegiality and collaboration and developed around 2000
into professional learning community. From their meta-analysis and draw-
ing from a number of previous studies they derive the concept with five di-
mensions; namely, reflective dialogue, de-privatisation of practice or feed-
back on instruction, collaborative activity, shared sense of purpose, and a
224
