The Impact of Linked Learning Reform Initiative

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Table of Contents

LITERATURE REVIEW1

Teacher Collaboration1

J. Little's theory of collaboration3

Factors that Contribute to Effective Teachers' Collaboration4

Factors that Hinder Effective Collaboration6

REFERENCES9

LITERATURE REVIEW

Teacher Collaboration

In recent years, collaboration has become the focus of research in different disciplines (John-Steiner, 2000). According to John-Steiner (2000), collaboration involves connectedness among individuals, and is strengthened by joint purpose and aim. The collaboration is strained when conflicting feelings arise. Collaborative practices are considered to be central to professional development. Collaborative practices allow teachers to establish networks that reflect their practices and beliefs (Achinstein, 2002; Chan & Pang, 2006; Clement & Vandenberghe, 2000)

Teachers' collaboration has been conceptualized in terms of the required communicative behaviors. Collaboration required adequate planning as well as problem solving (Montague & Warger, 2001). Teacher collaboration occurs infrequently in American schools, with only 5 to 10 hours of collaboration per week (Pfaff, 2000; Stokes, 2001).

The most important outcome of teacher collaboration is increased learning and achievement of students. There are different case study examples of teacher collaboration. In a study conducted by Strahan and Hedt (2009), the case of two middle schools was documented. In the study, researcher evaluated two middle schools in which teachers were engaged in collaboration efforts. The findings of the study have revealed that teacher collaboration is associated with the growth of students on reading and math assessments. Another such study was conducted by Heath (2005). In the study, five high schools were studied over a period of three years. The schools studied in the research had received federal assistance in order to create small learning communities. According to the outcomes of the study, teacher collaboration is associated with improvements in the climate of schools, attendance, and grades. Fovargue (2008) conducted a study on the teachers of ninth grade. The study adopted a quasi-experimental research design. Fovargue (2008) conducted their study on teachers who were involved in different activities of professional development including workshops, weekly meetings, and study groups. According to the findings of the study, teachers did not utilize all strategies and practices that they acquired through professional development activities. Taylor and Pearson (2004) investigated teacher collaboration in relation to students' reading. They conducted their study on eight elementary schools. The study revealed that collaboration allowed teachers to improve their instructional practices.

York-Barr et al. (2007) evaluated teacher collaboration among general education and English language teachers. The study was conducted in the setting of one urban elementary school. York-Barr et al. (2007) documented teacher collaboration through different sources including team meetings, workshop observations, and interviews. The study found that the performance of students on math and reading assessments improved significantly over the course of the study.

Teacher collaboration is considered to be an important factor that has an impact on the success of students. According to Garet, Porter, Desimone, Birman, and Yoon (2001), by working together, teachers are likely to discuss concepts, problems, and skills that arise during professional development experiences. Garet, Porter, Desimone, Birman, and Yoon (2001) also argued that teachers who share the same student are ...