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  1. Youngstown Sheet & Tube Co. v. Sawyer, 343 U.S. 579 (1952)
  2. Teacher Collaboration and Achievement of Students with LDs: A Review of the Research - [email protected]
  3. Teacher Collaboration and Achievement of Students with LDs: A Review of the Research
  4. An Interview with Keith Sawyer on Creativity

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Business Stay up-to-date with emerging trends in less time. Learn more. More on this topic Customers who read this summary also read. Bunker specifies that all of these characteristics are interrelated and that regardless of the terms used to describe teacher collaboration, these characteristics are essential to collaborative success.

A final key element of collaborative success is school leadership.

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Prior research has shown that the average effect size relating leadership to student achievement is 0. Furthermore, others have noted that school leadership was second only to teaching when evaluating factors that influence student performance Leithwood et al. Moreover, principals are most effective when they focus their attention on instructional improvement, collaborate with teachers, and encourage teachers to actively work together towards instructional improvement Supovitz et al.

As discussed below in the results section of this paper, principal leadership often plays an indirect role in supporting student achievement by mediating a collaborative school climate Miller et al. Collaborative consultation in educational settings can take many forms, however most models of consultation share commonalities. In this section, these commonalities will be discussed and a brief overview of how schools can adopt a collaborative framework will be addressed.

First, issues related to school leadership will be reviewed and then a step-by-step process will be outlined to assist educators in building a more collaborative culture within their schools. Principals and school leaders play critical roles in transforming schools from those that rely on traditional isolationist practices to enterprises that utilize collaborative work to enhance student achievement.

Youngstown Sheet & Tube Co. v. Sawyer, 343 U.S. 579 (1952)

Evidence suggests that not only do teachers need to work together around instruction and student learning, but that administrators also need to be a part of the process Hallinger, ; Seashore Louis, et al. First and foremost, school leaders need to provide instructional leadership, which includes providing constructive feedback to improve teaching or implementing a school-wide system that provides such support Miller, et al.

Principals can also facilitate a collaborative culture by promoting shared leadership within their schools, whereby teachers are afforded the opportunity to exert influence on and participate in school-related decisions. Shared leadership helps to established shared goals and a collective responsibility among school personnel for student learning, one of the foundational tenants of successful collaborative inquiry.

Furthermore, good school leaders tend to work towards developing organizational trust. Finally, principals and school administrators need to provide teachers with the organizational structures and time that is necessary to engage in collaborative inquiry. This should include regularly scheduled meeting times that are embedded within the school day Nelson, et al.

As educators set out to engage in collaborative inquiry it is important that the structure and format for the consultation be appropriate for the purpose Reinhiller, Based on the above question and understanding collaborators can implement the following steps:. These steps simply provide a sequencing of events to help support educators as they establish a collaborative inquiry group.

Teacher Collaboration and Achievement of Students with LDs: A Review of the Research - [email protected]

This search, although not exhaustive, yielded a large number of studies over After an initial review of the extensive list, further parameters were placed on the search. Only studies that concentrated on collaborative work that took place away from the classroom were included. For this reason, studies that explicitly examined co-teaching and peer-coaching were not included in this review.

Using these parameters our search yielded only ten empirical studies that evaluated the relationship between teacher collaboration and student achievement, which serve as the basis of this review. Although this review article is intended to identify evidence that supports teacher collaboration as an effective strategy for improving the outcomes of students with LDs, several studies that evaluated the effects of collaboration on general education student outcomes have also been included in this review.

In other words, students with disabilities require the same high quality instructional practices as their general education schoolmates.

Teacher Collaboration and Achievement of Students with LDs: A Review of the Research

Furthermore, teacher collaboration cannot be viewed as a specific strategy or approach to teaching, but should be viewed as a generalized process where teachers regularly meet to share, refine and assess the impacts of the strategies and approaches they are currently using in their classrooms Schomoker, Thus, collaborative inquiry is a method of assessing and refining any and all types of instruction, regardless of whom the instruction is intended for.

In general, despite a paucity of published work that has evaluated the effects of teacher collaboration on student outcomes Bunker, ; van Garderen, et al. A summary of the evidence reviewed for this paper is presented in Table 1. The purpose of this review was to examine the empirical evidence related to the association between teacher collaboration and student achievement for students with LDs. Given the paucity of studies that explicitly examined this relationship we also considered studies that examined the outcomes for general education students as well. This rationale is supported by the notion that all students require effective instruction and because collaboration is a process for enhancing all types of instruction for all categories of students.

Overall, ten studies were identified for inclusion in this review with all ten providing evidence to support the relationship between collaborative efforts and enhanced student achievement. Moreover, the ten studies included in this review were conducted in a variety of geographical locations with diverse groups of learners and utilized an assortment of research methodologies, including qualitative, quantitative, and mixed methods, to establish their findings.

These parameters offer support for the generalization of findings that teacher collaboration is positively supportive of student achievement. We conclude that the growing evidence base clearly demonstrates that when teachers participate in a collaborative process that allows them to engage in joint-inquiry and capitalize upon the unique knowledge and skills of their colleagues that they can expect to experience meaningful shifts in their practice with their students becoming the beneficiaries.

Click here to access the article Collaboration between teachers in secondary schools. Click here to access the answer to the question What should I do to ensure a successful meeting with parents of my students with LDs? Bickel, W. Effective school, classrooms, and instruction: Implications for special education. Exceptional Children, 52 , Bryk, A. Trust in schools: A core resource for improvement. Bunker, V. Professional learning communities, teacher collaboration, and student achievement in an era of standards based reform.

An Interview with Keith Sawyer on Creativity

Butler, D. Teaching and Teacher Education , 20 5 , Cochran-Smith, M. Relationship of knowledge and practice: Teacher learning in communities. Review of Research in Education , 24 1 , Cohen, J. Statistical power analysis for the behavioral sciences. Earl, L. Understanding how evidence and learning conversations work.

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