Collaboration with colleagues around instruction has consistently positive relationships with math and science instructional practices¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Collaboration with colleagues around instruction was consistently positively related to teachers' standards-aligned instructional practices in both math and science. → District supports for teachers' standards-aligned instructional practices in the Chicago Public Schools 2015

Evidence¶

District supports for teachers' standards-aligned instructional practices in the Chicago Public Schools 2015¶

District supports for teachers' standards-aligned instructional practices in the Chicago Public Schools. (2015). AERA Open. https://journals.sagepub.com

q2 · i? · associational · r?

Survey-based analysis of Chicago Public Schools teachers' reports of supports and practices; the article states "collaboration with colleagues around instruction had consistently positive relationships with instructional practices in math and science." No effect sizes are printed in the supplied text.

"In particular, collaboration with colleagues around instruction had consistently positive relationships with instructional practices in math and science, and these relationships were as strong among teachers who perceived many barriers to standards implementation as those who did not."

Discussion¶

Related Claims¶

• Teacher coaching programs improve teachers' instructional practice by a pooled 0.49 SD across 43 causal studies — the general claim this finding bears on, with the studies behind it
• Positive relationships between colleague collaboration and instructional practices hold equally for teachers who perceive many barriers to standards implementation — a narrower finding that bears on this claim
• Professional learning opportunities are strongly related to teachers' use of standards-aligned instructional practices in math and science — related
• In Chicago middle grades, schools with more extensive CCSS-M professional learning showed significantly greater post-implementation improvements in instructional practices, math grades, pass rates, and test scores — related
• Schools with strong teacher collaboration are more effective at improving learning than schools with strong individuals but little collaboration — related
• More experienced teachers confer benefits to their colleagues and to the school as a whole, as well as to their own students — related
• Personalized, practice-focused collaboration around classroom observations was particularly impactful for teachers' practice improvement efforts — a narrower finding that bears on this claim
• District-provided instructional resources supported strong practices only when instruction-ready and tied to professional learning; other resources showed a null or negative relationship — related
• Around half of teachers reported meeting in grade-level teams at least weekly and observing colleagues' classrooms at least quarterly to implement the CCSS — related