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.

Despite frequent attempts to address educational changes and the roles of information and communication technology (ICT) in effecting changes in student learning, few have conceptually examined ICT implementation within a wider context of managing change in schools. Methodologically, it has been argued that ignoring the multilevel nature of the data collected might incur significant discrepancies in the results. These research gaps direct us to develop multilevel models to explore how the relevant contextual factors contribute to effective ICT implementation, in particular the school-level factors. Results indicated that from teacher perspectives, ICT was able to act as a lever to bring about changes in student learning in the context of establishing collegiality in schools. Sociocultural setting rather than structural characteristics of the school accounted for the variation of school mean for perceived changes in student learning. Specifically, perceived changes in pedagogy modulated perceived changes in student learning among schools.
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