Instructional Collaboration Among High School Math and Science Teachers: Insights From the High School Longitudinal Study

• In Event: Teachers as Levers for Change: The Effects of Teacher Professional Development on School Improvement

Abstract

Research reveals that teachers are likely to strengthen their skills through collaboration with colleagues, suggesting that collaboration should be widespread – particularly for math and science teachers striving to increase students’ abilities in critical STEM fields. However, we do not yet know whether, where, and in what ways the trend toward collaboration is playing out in schools, how it is related to the distribution of teachers and students across schools, and whether it is impacting student engagement and learning. To shed light on these issues, this study uses principal components analysis, multi-level regression, and propensity score matching with data from the High School Longitudinal Study of 2009 (HSLS:09) to examine national trends on the prevalence and outcomes of teacher collaboration.

Authors

• Kristy S. Cooper, Michigan State University

• Amy Auletto, Michigan State University