The Collegial Focus and High School Students' Achievement

Jeffrey Y. Yasumoto · Kazuaki Uekawa · Charles E. Bidwell

75 citations0/0 files storedSociology of Education

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School Choice and Performance Teacher Education and Leadership Studies Educational Assessment and Improvement

Abstract

The authors examine the consequences of teachers' collegial social relations for high school students' mathematics and science achievement. They present a growth model for achievement that incorporates student, teacher classroom, and department effects. Particular attention is given to mechanisms of collegial social control. Using data from a national sample of 52 public high schools and some 3,000 students, they found that when departmental faculties form collegial foci -that is, when they present a combination of communication density, intensity of instructional practice norms, and consistency of practice-the effects of their instructional practices on students' achievement growth intensify

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References

1922Introduction to the Science of Sociology 1997Resources and Relationships: Social Networks and Mobility in the Workplace 1981The Focused Organization of Social Ties 1982Rating scale analysis 1932The sociology of teaching.1990The persistence of privacy: autonomy and initiative in teachers professional relationships.1998Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools 1989Secondary School Tracking and Educational Inequality: Compensation, Reinforcement, or Neutrality?

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2007Race, School Achievement, and Educational Inequality: Toward a Student-Based Inquiry Perspective 2012Teacher Careers and Inhabited Institutions: Sense‐Making and Arsenals of Teaching Practice in Educational Institutions 2015Know-who? Linking faculty’s networks to stages of instructional development 2015The networked principal 2011The professional learning community as subversive activity: countering the culture of conventional schooling

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