Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
 

Executive Summary

A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools


by Yvonne L. Goddard, Roger D. Goddard & Megan Tschannen-Moran - 2007


To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Sign-in
Email:
Password:
   Store a cookie on my computer that will allow me to skip this sign-in in the future.
    Send me my password -- I can't remember it
 
Purchase this Article
Purchase A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
$12
 
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210
 


Cite This Article as: Teachers College Record Volume 109 Number 4, 2007, p. 877-896
https://www.tcrecord.org ID Number: 12871, Date Accessed: 8/19/2019 6:21:18 AM
 
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Yvonne Goddard
    University of Michigan
    E-mail Author
    YVONNE L. GODDARD is an assistant professor and research scientist at the University of Michigan School of Education. Her research interests include teacher collaboration and effective strategies for teaching reading and writing skills to learners with special needs. Her work has been published in Remedial and Special Education, Teaching and Teacher Education, Journal of Behavioral Education, and Teaching Exceptional Children.
  • Roger Goddard
    University of Michigan
    E-mail Author
    ROGER D. GODDARD is an associate professor of educational administration and policy at the University of Michigan School of Education. Grounded in social psychology, much of his research is concerned with organizational characteristics and teacher practices that enhance student learning and reduce achievement gaps. His most recent work examines the importance of teachers' collective efficacy beliefs to student achievement in elementary and secondary schools. These papers were published in Educational Policy and Educational Researcher in 2004.
  • Megan Tschannen-Moran
    College of William and Mary
    E-mail Author
    MEGAN TSCHANNEN-MORAN teaches educational leadership at the College of William and Mary. Her research interests center on the social psychology of schools and how the quality of interpersonal relationships impacts the outcomes a school can achieve. Dr. Tschannen-Moran has examined the relationships between trust, collaboration, organizational citizenship, conflict, and school climate. Another line of inquiry focuses on the self-efficacy beliefs of teachers and principals and the collective efficacy beliefs within a school. Her work has appeared in the Journal of Educational Administration, Teachers College Record, and Leadership and Policy in Schools. Her recent book Trust Matters: Leadership for Successful Schools (2004, Jossey-Bass) reports the experiences of three principals and the consequences of their successes and failures in building trust.
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS