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

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

• Chen, Wei Lin Montclair State University
• Elchert, Daniel The University of Iowa
• Asikin-Garmager, Asih The University of Iowa

Compare: A Journal of Comparative and International Education, 50(4), 515-532, 2020

Routledge

2020

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
    • GBD Teaching Methods of Reading Comprehension & Their Outcomes, Vocabulary Teaching
• P Social Context of Education
  • PB Comparative Education

Teacher Collaboration Multilevel Models Student Performance International Comparison PIRLS

• Taiwan
• Hong Kong
• Singapore

• 1997.7 onwards

• Unknown or Unspecified

Teacher collaboration is generally believed to relate positively to student performance. Although many researchers have investigated the influence of teacher collaboration on student performance, much of this work is confined to Western educational contexts. This study used data from the Progress in International Reading Literacy Study (PIRLS) 2011 to test the influence of teacher collaboration on student performance in Taiwan, Hong Kong and Singapore. Results of multi-level models suggest that teacher collaboration is not a significant predictor of student performance in those countries. This study contributes to the literature on teacher collaboration by providing counter evidence to the relationship between teacher collaboration and student performance in Taiwan, Hong Kong and Singapore. Copyright ©Routledge.

• English

Journal Articles

• 03057925

https://bibliography.lib.eduhk.hk/bibs/b9ac2fe7

2021-02-16