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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 - 2007To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- 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.
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