{"title":"Assessing the impact of collaborative inquiry on teacher performance and effectiveness","authors":"X. Cravens, Seth B. Hunter","doi":"10.1080/09243453.2021.1923532","DOIUrl":null,"url":null,"abstract":"ABSTRACT This study tests the hypothesis that teacher-led collaborative inquiry cycles, guided by instructional standards, lead to improved teacher performance and effectiveness. We examine the impact of teachers’ self-selection into teacher peer excellence groups (TPEGs), which involves lesson co-planning, peer observation and feedback, and collaborative lesson-plan revision on participating teachers from 14 pilot public schools in Tennessee. Using survey results and statewide administrative data, we apply a propensity score matching strategy, and find that TPEG teachers experience growth in their instruction ratings and value-added scores in the subsequent year, although the longer term impact is attenuated. We contribute to the literature by identifying deprivatized practice and instruction-focused collaboration as key features of teacher communities of practice, highlighting the importance of using standards-based instructional quality measures, linking participation in collaborative inquiry cycles to teacher-level outcomes, and estimating effects applicable to situations in which teachers exercise agency and collaborate voluntarily.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":2.8000,"publicationDate":"2021-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09243453.2021.1923532","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"School Effectiveness and School Improvement","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/09243453.2021.1923532","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 4
Abstract
ABSTRACT This study tests the hypothesis that teacher-led collaborative inquiry cycles, guided by instructional standards, lead to improved teacher performance and effectiveness. We examine the impact of teachers’ self-selection into teacher peer excellence groups (TPEGs), which involves lesson co-planning, peer observation and feedback, and collaborative lesson-plan revision on participating teachers from 14 pilot public schools in Tennessee. Using survey results and statewide administrative data, we apply a propensity score matching strategy, and find that TPEG teachers experience growth in their instruction ratings and value-added scores in the subsequent year, although the longer term impact is attenuated. We contribute to the literature by identifying deprivatized practice and instruction-focused collaboration as key features of teacher communities of practice, highlighting the importance of using standards-based instructional quality measures, linking participation in collaborative inquiry cycles to teacher-level outcomes, and estimating effects applicable to situations in which teachers exercise agency and collaborate voluntarily.
期刊介绍:
School Effectiveness and School Improvement presents information on educational effectiveness, practice and policy-making across primary, secondary and higher education. The Editors believe that the educational progress of all students, regardless of family background and economic status, is the key indicator of effectiveness and improvement in schools. The journal strives to explore this idea with manuscripts that cover a range of subjects within the area of educational effectiveness at the classroom, school or system level, including, but not limited to: •Effective pedagogy •Classroom climate •School ethos and leadership •School improvement and reform programmes •Systemwide policy and reform