Page 229 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 229
how teacher-teacher and teacher-student cooperation link with achievement ...
The ICILS report indirectly addressed the link between teacher collab-
oration and student achievement by indicating that teachers were most like-
ly to use ICT for teaching when they worked in school environments where
there was collaboration and planning concerning ICT use, and where there
were fewer resource-based obstacles to using ICT (Fraillon et al., 2014).3 The
report emphasises that these showed to be the conditions which support-
ed teaching about computer and information literacy. In other words, this
suggests that if students’ computer and information literacy is to be devel-
oped to the greatest extent possible, then teacher expertise in ICT use needs
to be developed and supported by collaborative environments that incor-
porate institutional planning (ibid.).
Overall, it can be concluded that the ILSA studies provide evidence
on teacher-teacher professional collaboration, such as observing others and
providing feedback or joint activities across classes and age groups, posi-
tively influencing student achievement.
Link between teacher-student cooperation
and student achievement
In the conceptual background section, we explained that for the purposes
of our review the concept of teacher-student cooperation is characterised
by indicators of teacher-student relations, classroom disciplinary climate
and school climate. Although there are mixed results concerning wheth-
er good teacher-student relationships serve as a directly protective factor
against ESL (e.g. Lessard, Pirier, & Fortina, 2010; Murray & Malmgrenb,
2005), there are findings showing that students, particularly disadvantaged
students, learn more and have fewer disciplinary problems when they feel
their teachers take them seriously (Gamoran, 1993) and when they have
strong and affective bonds with their teachers (Crosnoe, Johnson, & Elder,
2004).
In our search, it was possible to find ILSA evidence that teacher-student
relations and school climate are important for student achievement. For
example, several studies used national or international PISA data to show
that school (Azigwe, 2016) and classroom climate (Bove, Marella, & Vitale,
2016) as well as teacher-student relations more specifically (Kalender, 2015;
Konishi, Hymel, Zumbo, & Li, 2010; Mikk, Krips, Saalik, & Kalk, 2015) are
significantly associated with student achievement, even after accounting
3 Another factor mentioned was that teachers were confident in their expertise in this
regard.
229
The ICILS report indirectly addressed the link between teacher collab-
oration and student achievement by indicating that teachers were most like-
ly to use ICT for teaching when they worked in school environments where
there was collaboration and planning concerning ICT use, and where there
were fewer resource-based obstacles to using ICT (Fraillon et al., 2014).3 The
report emphasises that these showed to be the conditions which support-
ed teaching about computer and information literacy. In other words, this
suggests that if students’ computer and information literacy is to be devel-
oped to the greatest extent possible, then teacher expertise in ICT use needs
to be developed and supported by collaborative environments that incor-
porate institutional planning (ibid.).
Overall, it can be concluded that the ILSA studies provide evidence
on teacher-teacher professional collaboration, such as observing others and
providing feedback or joint activities across classes and age groups, posi-
tively influencing student achievement.
Link between teacher-student cooperation
and student achievement
In the conceptual background section, we explained that for the purposes
of our review the concept of teacher-student cooperation is characterised
by indicators of teacher-student relations, classroom disciplinary climate
and school climate. Although there are mixed results concerning wheth-
er good teacher-student relationships serve as a directly protective factor
against ESL (e.g. Lessard, Pirier, & Fortina, 2010; Murray & Malmgrenb,
2005), there are findings showing that students, particularly disadvantaged
students, learn more and have fewer disciplinary problems when they feel
their teachers take them seriously (Gamoran, 1993) and when they have
strong and affective bonds with their teachers (Crosnoe, Johnson, & Elder,
2004).
In our search, it was possible to find ILSA evidence that teacher-student
relations and school climate are important for student achievement. For
example, several studies used national or international PISA data to show
that school (Azigwe, 2016) and classroom climate (Bove, Marella, & Vitale,
2016) as well as teacher-student relations more specifically (Kalender, 2015;
Konishi, Hymel, Zumbo, & Li, 2010; Mikk, Krips, Saalik, & Kalk, 2015) are
significantly associated with student achievement, even after accounting
3 Another factor mentioned was that teachers were confident in their expertise in this
regard.
229
