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ERIC Number: ED556969
Record Type: Non-Journal
Publication Date: 2014
Pages: 128
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3039-6533-3
The Difference between the Perceptions toward Collaboration and Collaborative Practices for Elementary Educators in an Urban District
Thorson, Catherine
ProQuest LLC, Ed.D. Dissertation, Regent University
Collaboration is an essential part of school reform. There is growing demand to increase student achievement and close achievement gaps between learning groups. School systems are moving toward the incorporation of standards for collaboration in teacher rating scales. However, these changing expectations for collaborative performance have yet to include a clear and concise definition or plan for professional development and implementation of collaborative practices. The purpose of this study was to explore differences between teachers' perceptions of collaborative practice and implementation of collaborative practices in urban elementary schools. One hundred ninety-two teachers in District X voluntarily participated in a survey in which there were paired questions that explored personal perceptions and actual practices concerning collaboration. Two forms of inferential statistics were conducted to analyze the data: analysis of variance (ANOVA) and "t" tests. ANOVA tests compared the mean for each question subgroup to determine if there was statistically significant difference among the subgroup of respondents. Data were disaggregated by years of experience, individual school participation, grade level taught, highest level of education, and number of professional development hours directly devoted to collaborative practices. Paired "t" tests were conducted on the mean of the paired statements to examine if there was a statistically significant difference between the respondents' perceptions and actual circumstances about collaborative practices. The "t" tests indicated a statistically significant difference between perceptions and actual practice in all of the paired statements (p = 0.000 for all). The results indicated there was sufficient evidence to suggest a difference between the perceptions and circumstances for the elementary schools studied. This research indicated a need for a more concise definition of collaboration, increased planning time, and professional development. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A