Teacher-teacher and teacher-student cooperation : link to achievement (evidence from international studies)

jeudi 12 novembre 2015

Teachers are seen as the principal factor influencing student learning, since they are at the heart of teaching and learning activities in schools. The international comparative assessments such as the Progress in International Reading Literacy Study (PIRLS), the Trends in International Mathematics and Science Study (TIMSS), the International Civic and Citizenship Study (ICCS) as well as the OECD’s Programme for International Student Assessment (PISA) and Teaching and Learning International Survey (TALIS) provide a way for individual countries to monitor the achievements of their students and, to some degree, the policies and practices of teaching in the country. In this article the findings from literature review about cooperation among the teachers as well as between teachers and students that can be obtained from the secondary analyses of the data from large scale international assessments are presented. Although measurement of so-called explained variance in secondary analyses of these data most often indicate individual student factors as more significant in predicting achievement than teacher and school factors, research literature does indicate ways in which teacher and school factors are important for student learning and achievement. The review shows that dimensions of classroom teaching practices (namely structuring, student orientation, openness of classroom discussion and enhanced collaborative activities) can be measured cross-nationally and that although at general levels teachers’ practices and self-reported beliefs are similar across countries, going into more detail, significant differences across countries become more apparent. In this article the focus is on the information about practices that can promote collaboration among teachers and students that at the same time have the potential of fostering communication, interaction and engagement among students in classrooms. There is research evidence that collaboration supports students’ development of subject matter understanding and subsequently achievement, however also that there is a need for caution since innovative pedagogical strategies can be applied in superficial ways that emphasize non-subject matter aspects of the activities and sacrifice the complexity of the content.


, , & (2007). Teacher quality, opportunity gap, and national achievement in 46 countries. Educational Researcher, 36(7), 369–387.

, & (2016). Effects of teacher professional learning activities on student achievement growth. The Journal of Educational Research, 109(1), 99–110

(2016). Using comparative international studies for modeling educational effectiveness : A secondary analysis of PISA-2009 study. Journal of Education and Practice, 7(18), 199–209.

, , , , , et al. (2005). Creating and sustaining effective professional learning communities. London, UK : DfES and University of Bristol.

, , & (2016). Influences of school climate and teacher’s behavior on student’s competencies in mathematics and the territorial gap between Italian macro-areas in PISA 2012. Journal of Educational, Cultural and Psychological Studies, 13, 63–96.

, , & (2004). In and out of high school : First results from the second cycle of the Youth in Transition Survey. Statistics Canada Research papers – Education, skills and learning, Catalogue no. 81-595-MIE – No. 014. Ottawa, Canada : Statistics Canada and Human Resources and Skills Development Canada.

, , , , , , , & (2015). Developing great teaching : Lessons from the international reviews into effective professional development. London, UK : Teacher Development Trust.

, , & (2004). Intergenerational bonding in school : The behavioral and contextual correlates of student-teacher relationships. Sociology of Education, 77(1), 60–81.

, & (Eds.) (2013). High quality teaching and learning : Changing policies and practices. London, UK : Routledge.

(2004). What is a ‘professional learning community’ ? Educational Leadership, 61, 6–11.

, , , , & (2014). Preparing for life in a digital age : The IEA International Computer and Information Literacy Study international report. Amsterdam, the Netherlands : International Association for the Evaluation of Educational Achievement (IEA).

(1993). Alternative uses of ability grouping in secondary schools : Can we bring high-quality instruction to low-ability classes ? American Journal of Education, 102(1), 1–12.

, , & (2011). Multilevel analysis of achievement in mathematics of Malaysian and Singaporean students. Journal of Educational Psychology and Counseling, 2, 285–304.

(2004). Policy for educational innovation in the knowledge-driven economy. In OECD, Innovation in the knowledge-based economy : Implications for education and learning systems, knowledge management. Paris, France : OECD Publishing.

, & (2009). The prosocial classroom : Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525.

(2015). An analysis of the resilient students’ profile based on PISA 2012. Journal of Measurement and Evaluation in Education and Psychology, 6(1), 158–172.

, , , & (2010). Do school bullying and student-teacher relationships matter for academic achievement ? A multi-level analysis. Canadian Journal of School Psychology, 25(1), 19–39.

, , , & (2012). Napovedna vrednost različnih ocen šolske klime na dosežke v raziskavah TIMSS [Predictive value of different school climate evaluations for TIMSS research findings]. Didactica Sovenica – Pedagoška obzorja, 1-2, 127–144.

, & (2006). Educational outcomes at age 19 associated with reading ability at age 15. Research paper – Catalogue no. 81-595-MIE – No. 043. Ottawa, Canada : Statistics Canada and Human Resources and Skills Development Canada.

, , , , & (Eds.) (2011). School dropout and completion. International comparative studies in theory and policy. Dordrecht, The Netherlands : Springer.

, & (1996). Collective responsibility for learning and its effects on gains in achievement and engagement for early secondary students. American Journal of Education, 104, 103–147.

, , & (2010). Student-teacher relationship : A protective factor against school dropout ? Procedia Social and Behavioral Sciences, 2, 1636–1643.

, , , , & (2015). Professional development and student achievement : International evidence from the TIMSS data. Journal of Postdoctoral Research, 3(2), 17–31.

(2009). Teacher efficacy of pre-service teachers in Taiwan : The influence of classroom teaching and group discussions. Teaching and Teacher Education, 25, 176–180.

, , & (2011a). Professional communities and student achievement – a meta-analysis. School Effectiveness and School Improvement, 22(2), 121–148.

, , & (2011b). The relationship between departments as professional communities and student achievement in secondary schools. Teaching and Teacher Education, 27, 722–731.

, & (1998). Does professional learning community affect the classroom ? Teachers’ work and student experiences in restructuring schools. American Journal of Education, 106(4), 532–575.

, & (2011). Teacher, student achievement and national income : A cross national examination of relationships and interactions. Prospects, 41, 507–533.

(2007). Do schools matter for early school leaving ? Individual and school influences in Australia, school effectiveness and school improvement. An International Journal of Research, Policy and Practice, 18(4), 429–450.

, , , & (2012). TIMSS 2011 international results in science. Chestnut Hill, MA, USA : TIMSS & PIRLS International Study Center, Boston College.

, , , & (2015). Relationship between student perception of teacher-student relations and PISA results in mathematics and science. International Journal of Science and Mathematics Education, 1(18). doi:10.1007/s10763-015-9669-7

, , , & (2012a). TIMSS 2011 international results in mathematics. Chestnut Hill, MA, USA : TIMSS & PIRLS International Study Center, Boston College.

, , , & (2012b). PIRLS 2011 international results in reading. Chestnut Hill, MA, USA : TIMSS & PIRLS International Study Center, Boston College.

, , , & (2003). PIRLS 2001 international report. Chestnut Hill, MA, USA : TIMSS & PIRLS International Study Center, Boston College.

, & (2005). Implementing a teacher–student relationship program in a high-poverty urban school : Effects on social, emotional, and academic adjustment and lessons learned. Journal of School Psychology, 43, 137–152.

(2009). Creating effective teaching and learning environments : First results from TALIS. Paris, France : OECD Publishing.

(2013a). PISA 2012 results : Ready to learn : Students’ engagement, drive and self-beliefs (volume III). Paris, France : OECD Publishing.

(2013b). PISA 2012 results : What makes schools successful ? Resources, policies and practices (volume IV). Paris, France : OECD Publishing.

(2014). TALIS 2013 results : An international perspective on teaching and learning. Paris, France : OECD Publishing.

(2016). Supporting teacher professionalism : Insights from TALIS 2013. Paris, France : OECD Publishing.

, & (2006). Lesson study, collaboration and teacher efficacy : Stories from two-school based math lesson study groups. Teaching and Teacher Education, 22, 922–934.

(2016). Teaching excellence through professional learning and policy reform : Lessons from around the world, International Summit on the Teaching Profession. Paris, France : OECD Publishing.

(2002). Developing communities of instructional practice. Teachers College Record, 104(2), 127–146.

, , & (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24, 80–91.

, , , & (2012). Teaching practices and pedagogical innovation : Evidence from TALIS. Paris, France : OECD Publishing.