Evidence from international large-scale assessment studies shows that more complex professional collaboration between teachers and teacher-student relations is associated with an improvement in student achievement, even when considering differences in students’ backgrounds. It may also be important that teachers who collaborate more with their colleagues generally report more positive teacher-student relations.
TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING
TOGETHER EVERYONE ACHIEVES MORE
Johnson, M.
Bibliography
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How teacher-teacher and teacher-student cooperation link with achievement – evidence from international studies
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THEORETICAL, EMPIRICAL AND PRACTICAL INSIGHT INTO TEAM COOPERATION FROM THE PERSPECTIVE OF GROUP PROCESSES, part I: Factors that shape, leverage or align team processes
When introducing local ESL multi-professional teams, consideration should be given to designing the team in accordance with the institutional context, shared vision, the development of the team and task competencies of team members, adequate team composition, the required training of team members and the development of leadership expertise.
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THEORETICAL, EMPIRICAL AND PRACTICAL INSIGHT INTO TEAM COOPERATION FROM THE PERSPECTIVE OF TEAM PROCESSES, part II: Team processes and emergent states
Different team processes are prominent in the forming/transition phase (e.g. planning) than in the functioning phase (e.g. team adapting) of a team’s cycle. Interpersonal processes are present throughout. Emergent states (e.g. team climate, cohesion and conflict) reflect team processes and also influence them.
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