Journal
AMERICAN EDUCATIONAL RESEARCH JOURNAL
Volume 52, Issue 3, Pages 475-514Publisher
SAGE PUBLICATIONS INC
DOI: 10.3102/0002831215585562
Keywords
professional development; professional learning communities; student achievement; teacher collaboration; teacher and school quality
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Funding
- Institute of Education Sciences at the U.S. Department of Education [R305A100286]
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This study draws upon survey and administrative data on over 9,000 teachers in 336 Miami-Dade County public schools over 2 years to investigate the kinds of collaborations that exist in instructional teams across the district and whether these collaborations predict student achievement. While different kinds of teachers and schools report different collaboration quality, we find average collaboration quality is related to student achievement. Teachers and schools that engage in better quality collaboration have better achievement gains in math and reading. Moreover, teachers improve at greater rates when they work in schools with better collaboration quality. These results support policy efforts to improve student achievement by promoting teacher collaboration about instruction in teams.
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