Assessing the impact of collaborative inquiry on teacher performance and effectiveness

IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH School Effectiveness and School Improvement Pub Date : 2021-05-17 DOI:10.1080/09243453.2021.1923532
X. Cravens, Seth B. Hunter
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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.
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评估协作探究对教师绩效和有效性的影响
摘要本研究检验了教师主导的协作探究周期,在教学标准的指导下,可以提高教师的绩效和有效性。我们研究了教师自我选择进入教师同伴卓越小组(TPEGs)的影响,包括课程共同规划,同伴观察和反馈,以及合作教案修订,来自田纳西州14所试点公立学校的参与教师。利用调查结果和全州范围内的行政数据,我们采用倾向得分匹配策略,发现TPEG教师在随后的一年里,他们的教学评级和增值分数都有所增长,尽管长期影响有所减弱。我们通过以下方式对文献做出了贡献:将非私有化实践和以教学为中心的合作确定为教师实践社区的关键特征,强调使用基于标准的教学质量衡量标准的重要性,将协作探究周期的参与与教师水平的结果联系起来,并评估适用于教师行使代理和自愿合作的情况的效果。
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来源期刊
School Effectiveness and School Improvement
School Effectiveness and School Improvement EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
0.00%
发文量
23
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
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