Page 228 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 228
ear ly school leaving: contempor ary european perspectives
the success of their students are associated with higher levels of student
achievement. While the effects of reflective dialogue or collaboration were
non-significant in the model, the authors state that this may be because
there are indirect effects of teacher interaction on student achievement.
Associations between teacher collaboration and student achievement
were also investigated in the reports of TIMSS 2011 (Martin et al., 2012;
Mullis et al., 2012a) and PIRLS 2011 (Mullis et al., 2012b). Generally, both
assessments in the domains and populations studied show that students
had essentially the same average reading, mathematics or science achieve-
ment irrespective of whether their teachers were categorised as “very col-
laborative” or “collaborative”. Arguably, this non-differential effect of high-
er collaboration on student achievement may be due to the small variation
in teacher self-reports about their collaboration practices, as mentioned in
the previous section.
There is also evidence from ILSA studies that indirectly suggests a link
between cooperation practices among teachers and student achievement.
Schleicher (2016) states that evidence from TALIS that also draws on other
studies (Cordingley et al., 2015; Liaw, 2009; Puchner & Taylor, 2006) shows
that collaboration among teachers may enhance teacher efficacy which, in
turn, may improve student achievement and sustain positive teacher be-
haviours. As revealed by TALIS, the practice most strongly related to teach-
ers’ self-efficacy is taking part in collaborative professional learning and,
further, there is evidence of collaborative professional development being
linked to a positive influence on student learning processes, motivation and
outcomes (Schleicher, 2016).
That building a collaborative school culture is key to successful
schooling can also be observed from PISA. The OECD (2013b) report dis-
cusses that the nature of the relationship between school autonomy in al-
locating resources and student performance depends on whether there
is a culture of collaboration between teachers and principals in manag-
ing the school. In systems where teacher participation in managing the
school was higher than the OECD average, students in schools with great-
er autonomy achieved higher than students in schools with less autono-
my. Contrastingly, in systems where teacher participation in managing the
school was lower than the OECD average, students in schools with great-
er autonomy achieved lower than students in schools with less autonomy
(ibid.). School autonomy combined with a culture of participatory leader-
ship tends to be associated with better learning outcomes (Schleicher, 2016).
228
the success of their students are associated with higher levels of student
achievement. While the effects of reflective dialogue or collaboration were
non-significant in the model, the authors state that this may be because
there are indirect effects of teacher interaction on student achievement.
Associations between teacher collaboration and student achievement
were also investigated in the reports of TIMSS 2011 (Martin et al., 2012;
Mullis et al., 2012a) and PIRLS 2011 (Mullis et al., 2012b). Generally, both
assessments in the domains and populations studied show that students
had essentially the same average reading, mathematics or science achieve-
ment irrespective of whether their teachers were categorised as “very col-
laborative” or “collaborative”. Arguably, this non-differential effect of high-
er collaboration on student achievement may be due to the small variation
in teacher self-reports about their collaboration practices, as mentioned in
the previous section.
There is also evidence from ILSA studies that indirectly suggests a link
between cooperation practices among teachers and student achievement.
Schleicher (2016) states that evidence from TALIS that also draws on other
studies (Cordingley et al., 2015; Liaw, 2009; Puchner & Taylor, 2006) shows
that collaboration among teachers may enhance teacher efficacy which, in
turn, may improve student achievement and sustain positive teacher be-
haviours. As revealed by TALIS, the practice most strongly related to teach-
ers’ self-efficacy is taking part in collaborative professional learning and,
further, there is evidence of collaborative professional development being
linked to a positive influence on student learning processes, motivation and
outcomes (Schleicher, 2016).
That building a collaborative school culture is key to successful
schooling can also be observed from PISA. The OECD (2013b) report dis-
cusses that the nature of the relationship between school autonomy in al-
locating resources and student performance depends on whether there
is a culture of collaboration between teachers and principals in manag-
ing the school. In systems where teacher participation in managing the
school was higher than the OECD average, students in schools with great-
er autonomy achieved higher than students in schools with less autono-
my. Contrastingly, in systems where teacher participation in managing the
school was lower than the OECD average, students in schools with great-
er autonomy achieved lower than students in schools with less autonomy
(ibid.). School autonomy combined with a culture of participatory leader-
ship tends to be associated with better learning outcomes (Schleicher, 2016).
228
