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ERIC Number: ED551979
Record Type: Non-Journal
Publication Date: 2013
Pages: 212
Abstractor: As Provided
Reference Count: N/A
ISBN: 9781267868473
Teacher Perceptions on the Effect of Collaboration on Student Achievement
Jacobs, Lori Suzanne
ProQuest LLC, Ed.D. Dissertation, Walden University.
At the school site for this study, students have performed below acceptable district goals in math. Although research has indicated that effective collaboration can contribute to teacher learning, research on collaboration has often failed to address its effect on student achievement; therefore, the purpose of this project study was to examine teachers' perceptions about teacher collaboration and student achievement. In this exploratory case study, research questions focused on the effect of collaboration on student achievement, factors contributing to or hindering collaboration, the effects of implementing a collaborative model, and recommendations for improving collaboration. With a sample size of 17 teacher participants, data were collected using focus group interviews and individual follow-up interviews. Pattern matching was used to analyze data. Resulting themes indicated that although teachers thought it was too early to determine if the collaborative model would affect summative data, they did think that (a) collaboration improved student achievement, especially with regard to higher order thinking skills; and (b) collaboration worked when teachers committed to sharing ideas and working together and when they were permitted ample time to collaborate. Based on the data analysis, a 3-day training course on collaboration was developed. This project could encourage a change in the school's culture and result in improved student achievement and increased teacher collaboration, thus contributing to positive social change. These outcomes may result in the school effectively meeting the federal requirements of No Child Left Behind and, at the local level, meeting the Local Education Agency Implementation Plan goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A