In this yearlong case study, six English teachers in an urban high school in Northern California engaged in sustained collaboration focused on developing and enacting strategies to improve the writing skills of their culturally and linguistically diverse freshmen. The study was conducted between August 2018 and June 2019, to determine the connections, if any, between teacher collaboration and student learning. Qualitative data were analyzed from teacher collaboration and observation of classroom practices, focus groups and teacher-created artifacts. Students’ on-demand writing assessments in fall and spring were compared with instructionally supported writing. Student surveys were analyzed in a mixed methods approach. Findings suggest that students’ writing skills improved and students reported increased confidence in writing and other literacy practices. The lessons developed in the collaboration meetings and observed in practice, in tandem with student and teacher self-reports suggest a positive relationship between teacher collaboration and student learning outcomes.
Pella, Shannon M.
"Exploring the Impact of Teacher Collaboration on Student Learning: A Focus on Writing,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 8
, Article 2.
Available at: https://scholarworks.wmich.edu/wte/vol8/iss1/2
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