Comparing the effects of teacher collaboration on student performance in Taiwan, Hong Kong and Singapore

2018 ◽  
Vol 50 (4) ◽  
pp. 515-532 ◽  
Author(s):  
Wei-Lin Chen ◽  
Daniel Elchert ◽  
Asih Asikin-Garmager
Keyword(s):  
Hong Kong ◽  
Student Performance ◽  
Teacher Collaboration

scholarly journals Teachers Who Reflect, Teach Better: Reflective Practice at The Heart of Teachers’ Professional Development Programs

2020 ◽  
Vol 5 (2) ◽  
pp. 215-227
Author(s):  
Zuraimi Zakaria ◽  
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Student Performance ◽  
Teacher Collaboration ◽  
Development Programs ◽  
Teaching Improvement ◽  
Policy Makers ◽  
Teachers Professional Development ◽  
The Relationship

While there is a significant amount of research and literature to explain the role of reflective practice in teaching, there is little research that reported the extent of such practice on classroom instructions and its spill effects on student learning outcomes. For this reason, this paper looks at the magnitude of reflective practice in shaping classroom instructions and how it facilitates for better student performance within the context of teachers’ professional development (PD) programs. Hence, the focus of the paper is two-fold: examining teachers’ PD programs that promoted reflective practice; and the relationship between reflective practice and student performance. The discussion on teachers’ reflective practice is timely. In particular, with the growing educational research and increasing body of evidence that pointed towards PD as having a significant influence on student achievement (Achinstein & Athanases, 2006; Fullan, 1990; Little, 2001). In addition, most PD efforts focused on teacher collaboration as a strategy for teaching improvement and eventually better academic performance of the students (Achinstein & Athanases, 2006). Many educators (Fendler, 2003; Loughran, 2002; Schon, 1983; Walkington, 2005) viewed reflective practice as situated at the heart of PD programs that sought teachers to examine their practice for improvement. This paper assists policy makers and education reformists in re-examining their PD efforts in targeting for variables that matter.

scholarly journals Accountability and the pressures to exclude: A cautionary tale from England.

2005 ◽  
Vol 13 ◽  
pp. 26 ◽  
Author(s):  
E. Rustique-Forrester
Keyword(s):  
School Choice ◽  
Student Performance ◽  
Teacher Collaboration ◽  
The United States ◽  
International Perspective ◽  
Unintended Consequences ◽  
High Stakes ◽  
Ranking Systems ◽  
Improve Student Performance ◽  
The Impact

Recent studies have produced conflicting findings about whether test-based rewards and sanctions create incentives that improve student performance, or hurdles that increase dropout and pushout rates from schools. This article reports the findings from a study that examined the impact of England's accountability reforms and investigated whether the confluent pressures associated with increased testing, school ranking systems, and other sanctions contributed to higher levels of student exclusion (expulsion and suspension). The study found that England's high-stakes approach to accountability, combined with the dynamics of school choice and other curriculum and testing pressures led to a narrowing of the curriculum, the marginalization of low-performing students, and a climate perceived by teachers to be less tolerant of students with academic and behavioral difficulties. A comparison of higher- and lower-excluding schools, however, found that these effects were more pronounced in the higher-excluding schools, which lacked strong systems and internal structures for supporting staff communication, teacher collaboration, and students' individual needs. The study offers an international perspective on recent trends toward greater accountability in education, pointing to a complex inter-relationship between the pressures of national policies and the unintended consequences on schools' organizational and teachers' instructional capacities. The study's findings raise particular implications for the United States and show that in the design of accountability systems, attention must be paid to how the pressures from accountability will affect the capacity of schools and teachers to respond to students who are low-performing and struggling academically.

Union–Management Partnerships, Teacher Collaboration, and Student Performance

ILR Review ◽  
2016 ◽  
Vol 69 (5) ◽  
pp. 1114-1132 ◽  
Author(s):  
Saul A. Rubinstein ◽  
John E. McCarthy
Keyword(s):  
Student Performance ◽  
Teacher Collaboration

Relationships between policy, teachers' values and professional capital in teacher collaboration in hierarchical Chinese societies

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Daphnee Hui Lin Lee
Keyword(s):  
Hong Kong ◽  
Student Learning ◽  
Teacher Collaboration ◽  
Risk Taking ◽  
Power Distance ◽  
Transformational Change ◽  
Uncertainty Avoidance ◽  
Content Type ◽  
Professional Capital ◽  
Chinese Societies

PurposeBoth Hong Kong and Singapore leverage teacher collaboration to improve student learning, but state reforms differ in how teacher collaborative capabilities are prioritized. This paper provides a nuanced comparison of Hong Kong and Singapore teachers' values (risk-taking, power distance and uncertainty avoidance) to develop insights into how different policy focuses cultivate teachers' capabilities to focus on improving student learning.Design/methodology/approachEmploying Hargreaves and Fullan's (2012) concept of professional capital, statistical analyses determine teachers' values profiles of high, medium and low professional capital in the respective contexts. Leveraging related research on Singapore teachers (Lee and Lee, 2018), nuances in teachers' values in the Hong Kong results are identified via cluster analysis and explained via structural equation modelling.FindingsMedium professional capital Hong Kong teachers' values matched Singapore's, but teachers in other clusters are nuanced. Compared to Singapore teachers with similar levels of professional capital, high professional capital Hong Kong teachers have higher uncertainty avoidance, while low professional capital teachers are the opposite. In Hong Kong, high uncertainty avoidance values positively influence teacher leadership and focus on student learning. Nevertheless, as with their Singapore counterparts, high professional capital Hong Kong teachers have low power distance and high risk-taking values.Originality/valueThis paper raises awareness regarding policy's influence in cultivating teachers' values and their transformational change capabilities. By comparing two hierarchical Chinese societies, the discussion questions whether Chinese and Western cultural influences are mutually exclusive, and whether transformational change in cultural values, if achievable, is necessary.

Integrating Computer Literacy into Mathematics Instruction

2011 ◽  
pp. 394-409
Author(s):  
Allan Yuen ◽  
Patrick Wong
Keyword(s):  
Hong Kong ◽  
Student Satisfaction ◽  
Student Performance ◽  
Computer Literacy ◽  
Mathematics Instruction ◽  
Simple Method ◽  
Pedagogical Strategy ◽  
Information And Communication ◽  
Perceived Constraints

The focus of computer literacy in education has evolved from teaching computer programming to integrating information and communication technology (ICT) across subjects. However, most schools in Hong Kong or elsewhere consider computer literacy as a stand-alone subject. One important question is how teachers integrate computer literacy into other subject teaching. There is no simple method, however a well-defined pedagogical strategy might help teachers and educators to better understand the issues and opportunities that the integration provides for meaningful learning. This chapter endeavors to report a case study of integrating computer literacy into mathematics instruction in a Hong Kong secondary school which focused on exploring essential conditions to the integration from the different ways students and teachers experienced the implementation of the curriculum integration. Four conditions emerged from the data analysis, namely, student performance and preference, pedagogical approach, student satisfaction, and perceived constraints.

Promoting teachers’ agency and creative teaching through research

2019 ◽  
Vol 18 (2) ◽  
pp. 218-232
Author(s):  
Anne Cloonan ◽  
Kirsten Hutchison ◽  
Louise Paatsch
Keyword(s):  
Student Performance ◽  
Information And Communication Technologies ◽  
Teacher Collaboration ◽  
Collaborative Research ◽  
Teacher Research ◽  
Research Question ◽  
Teacher Agency ◽  
Content Type ◽  
Research And Teaching ◽  
Teaching For Creativity

Purpose In response to threats to teacher autonomy and creativity by measurements of teacher quality through student performance on high-stakes test scores and standardised professional learning, this study aims to explore teacher collaborative research for opportunities for promotion of teacher agency. Design/methodology/approach The authors explore the following research question: How is agentic teacher research into English teaching that integrates information and communication technologies and creative and critical thinking enabled? Using ethnographic tools and an analytical lens influenced by ecological teacher agency, factors which enable teacher agency within teacher research are investigated. Findings Teachers’ experiences of, and insights into, collaborative research indicate the enabling of teacher agency through an interplay of personal and professional narratives and available cultural, structural and material resources. Intersections between teacher research and teaching for creativity and teacher agency are revealed. Originality/value Three separate fields of study including teacher agency, teacher research and teaching for creativity are brought together providing insight into how teacher research into teaching for creativity in literacy learning can enhance teacher collaboration, autonomy and agency.

Teacher change through Lesson Study collaboration

2018 ◽  
Vol 7 (4) ◽  
pp. 263-276 ◽  
Author(s):  
Geethamali Samaranayake ◽  
Kirthi Premadasa ◽  
Rajee Amarasinghe ◽  
Khyam Paneru
Keyword(s):  
Professional Development ◽  
Student Performance ◽  
Teacher Collaboration ◽  
Teacher Change ◽  
Lesson Study ◽  
Attitudes And Beliefs ◽  
School Teachers ◽  
Content Type ◽  
Positive Effects ◽  
Under Performing

Purpose The purpose of this paper is to measure teacher change in attitudes and beliefs among college teachers and school teachers who participated in Lesson Study projects. The authors investigate the answers to the question “Does the collective design of a single lesson contribute to noteworthy and lasting teacher change and student achievement?” Design/methodology/approach The authors surveyed a group of college and school teachers on several aspects central to the Lesson Study mission. The authors performed a formal statistical analysis of the survey results. The authors also utilized the analysis of student performance data of the same group of schoolteachers. These teachers come from a school district in the western USA and conducted Lesson Study as professional development. Findings The findings show significant and lasting change in attitudes and beliefs of teachers as a result of their Lesson Study experience. In addition, evidence suggests a strong connection between collaboration and teacher change. The authors also present evidence of the noteworthy influence that teachers who participated in Lesson Study had on a historically under-performing student population. Practical implications The findings show evidence of lasting and beneficial effects of teacher collaboration. The authors believe that our research is appealing to a vast audience and should inspire teachers toward collaboration. Originality/value The study contributes to the growing body of research on professional development of teachers by demonstrating the positive effects of Lesson Study on teachers in both college and school environments.

scholarly journals Measuring Association between Library Instruction and Graduation GPA

2011 ◽  
Vol 72 (5) ◽  
pp. 464-473 ◽  
Author(s):  
Shun Han Rebekah Wong ◽  
Dianne Cmor
Keyword(s):  
Hong Kong ◽  
Human Resources ◽  
Student Performance ◽  
Academic Libraries ◽  
Positive Impact ◽  
Minimum Amount ◽  
Library Instruction ◽  
Measurable Effect

Academic libraries devote considerable human resources in delivering library instruction programs. This study attempts to determine if these instructional efforts have any measurable effect on student performance in terms of overall grades. Library workshop attendance and graduation GPA of over 8,000 students was analyzed at Hong Kong Baptist University. It was found that, if more than one or two library workshops were offered to students within the course of their program, there was a higher tendency of workshop attendance having a positive impact on final GPA. The results indicate that library instruction has a direct correlation with student performance, but only if a certain minimum amount of instruction is provided.

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