Page 226 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 226
ear ly school leaving: contempor ary european perspectives
In contrast, according to teacher self-reports from TIMSS 2011 (Martin et
al., 2012; Mullis et al., 2012a) and PIRLS 2011 (Mullis et al., 2012b) it seems
that almost all students have the benefit of teachers who collaborate with
other teachers to improve instruction. Compared to the TALIS and ICILS
data, these reports seem to be somewhat overstated. Finally, TALIS showed
that the majority of the variance in constructs about cooperation between
teachers remains at the individual level with the teacher. In other words,
teachers differ from each other in their cooperation practices even within
the same school (OECD, 2009; OECD, 2014).
An example of conceptual development of teacher-student coopera-
tion can be found in Jennings and Greenberg (2009). Their model high-
lights the importance of teachers’ social and emotional competence for the
development of a classroom climate that is more conductive to learning
and promotes positive developmental outcomes among students (ibid.).
In the ILSA studies, teacher-student cooperation is represented with in-
dicators of teacher-student relations, school and disciplinary climate (e.g.
Mullis et al., 2012a; OECD, 2013a). For example, in PISA students were
asked about the student-teacher relationship in terms of whether students
get along with their teachers, are teachers interested in their personal
well-being, whether teachers take the students seriously, whether teach-
ers are a source of support if a student needs extra help, whether teach-
ers treat students fairly. In PISA, students generally reported good rela-
tions and differences between students in their views of teacher-student
relations are mostly found within schools and much less between schools
(OECD, 2013b). In TALIS 2013, principals and teachers also reported good
relations between teachers and students and it is only in the area of pro-
viding students with extra support that any variation is observed (OECD,
2014). In relation to the concept of teacher-teacher cooperation, TALIS
2008 showed that teachers who exchange ideas and information and co-
ordinate their practices with other teachers generally report more positive
teacher-student relations at their school (OECD, 2009).
The above concepts provide a theoretical background for the results of
our literature review regarding evidence on the link between cooperation
practices in schools and student achievement that can be found among the
ILSA studies.
226
In contrast, according to teacher self-reports from TIMSS 2011 (Martin et
al., 2012; Mullis et al., 2012a) and PIRLS 2011 (Mullis et al., 2012b) it seems
that almost all students have the benefit of teachers who collaborate with
other teachers to improve instruction. Compared to the TALIS and ICILS
data, these reports seem to be somewhat overstated. Finally, TALIS showed
that the majority of the variance in constructs about cooperation between
teachers remains at the individual level with the teacher. In other words,
teachers differ from each other in their cooperation practices even within
the same school (OECD, 2009; OECD, 2014).
An example of conceptual development of teacher-student coopera-
tion can be found in Jennings and Greenberg (2009). Their model high-
lights the importance of teachers’ social and emotional competence for the
development of a classroom climate that is more conductive to learning
and promotes positive developmental outcomes among students (ibid.).
In the ILSA studies, teacher-student cooperation is represented with in-
dicators of teacher-student relations, school and disciplinary climate (e.g.
Mullis et al., 2012a; OECD, 2013a). For example, in PISA students were
asked about the student-teacher relationship in terms of whether students
get along with their teachers, are teachers interested in their personal
well-being, whether teachers take the students seriously, whether teach-
ers are a source of support if a student needs extra help, whether teach-
ers treat students fairly. In PISA, students generally reported good rela-
tions and differences between students in their views of teacher-student
relations are mostly found within schools and much less between schools
(OECD, 2013b). In TALIS 2013, principals and teachers also reported good
relations between teachers and students and it is only in the area of pro-
viding students with extra support that any variation is observed (OECD,
2014). In relation to the concept of teacher-teacher cooperation, TALIS
2008 showed that teachers who exchange ideas and information and co-
ordinate their practices with other teachers generally report more positive
teacher-student relations at their school (OECD, 2009).
The above concepts provide a theoretical background for the results of
our literature review regarding evidence on the link between cooperation
practices in schools and student achievement that can be found among the
ILSA studies.
226
