Collaborative leadership and practice can create conditions for improving student learning, with social capital and teacher-peer learning explaining the link to achievement¶

Claim · All claims
Evidence · 1 study (2 entries) · review r3 · q2
Currency · newest study 2017 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Collaborative leadership, practice, and relationships can create conditions necessary to improve student learning and well-being and relationships within and beyond school. → Maier 2017 q2 i? Social capital development and teacher-peer learning appear to explain the link between collaboration and better student achievement. → Maier 2017 (2)

Evidence¶

Maier 2017¶

Maier, A., Daniel, J., Oakes, J., & Lam, L. (2017). Community schools as an effective school improvement strategy: A review of the evidence. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/community-schools-effective-school-improvement-report

q2 · i? · review · r3

The report's synthesis finding for Pillar 4, based on 35 studies including 13 research syntheses of collaborative leadership and practice. The review frames this as creating conditions for improvement rather than a direct tested effect; no effect size is printed.

"The collaborative leadership, practice, and relationships found in community schools can create the conditions necessary to improve student learning and well-being, as well as improve relationships within and beyond the school walls."

Maier 2017 (2)¶

Maier, A., Daniel, J., Oakes, J., & Lam, L. (2017). Community schools as an effective school improvement strategy: A review of the evidence. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/community-schools-effective-school-improvement-report

q2 · i? · review · r3

A mechanism statement from the same synthesis finding: the review reports, with hedging (appear to be), that social capital and teacher-peer learning explain the collaboration-achievement link. No effect size is printed.

"The development of social capital and teacher-peer learning appear to be the factors that explain the link between collaboration and better student achievement."

Discussion¶

Learner Variables¶

• Social Awareness and Relationship Skills — predictor: learners who differ on it differ in outcomes

Related Claims¶

• The modern principal's job has expanded from administrative oversight to instructional leadership and staff collaboration — related
• Teacher support is one of the strongest predictors of student belonging — related
• Principal effects on student achievement are largely indirect, mediated through school organizational processes — related
• Schools where staff maintain strong relationships and collaborate frequently are more effective in supporting student learning and well-being, and collaboration and teacher leadership approaches contribute to staff retention — possibly the same claim (merge candidate)
• Strong relational trust and cooperative adult effort distinguish improving schools from schools with flat or declining test scores — related
• High-performing CHSRI schools shared four practices for guiding and sustaining instructional improvement: defining leadership responsibilities, creatively distributing them, institutionalizing routines, and focusing team work on school-wide goals — a narrower finding that bears on this claim
• Different organisational structures may foster different dimensions of social capital (bonding, bridging and linking) — related
• Social capital among teachers has been associated with five categories of outcomes, including teacher professional development and improved student achievement — related