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Journal articles on the topic 'Collaboration between teachers'

Author: Grafiati

Published: 7 September 2021

Last updated: 29 July 2025

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1

Stephenson, Lee, Brian Warnick, and Rudy Tarpley. "Collaboration Between Science and Agriculture Teachers." Journal of Agricultural Education 49, no. 4 (2008): 106–19. http://dx.doi.org/10.5032/jae.2008.04106.

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Pugach, Marleen C., and Lawrence J. Johnson. "The Challenge of Implementing Collaboration between General and Special Education." Exceptional Children 56, no. 3 (1989): 232–35. http://dx.doi.org/10.1177/001440298905600308.

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Although the literature distinguishes between expert and collaborative interpretations of consultation, in practice it is difficult for specialists to relinquish their “expert” status in a consulting relationship. While collaborative models of consultation appear to be gaining favor, achieving real partnerships between special education and classroom teachers is a much greater challenge than is often realized. This article describes differences between consultation and collaboration and makes the argument that collaboration deserves far greater attention in current attempts to redefine relatio

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Çoban, Ömür, and Ramazan Atasoy. "Relationship between distributed leadership, teacher collaboration and organizational innovativeness." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (2020): 903. http://dx.doi.org/10.11591/ijere.v9i4.20679.

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The aim of this study was to examine the relationships between distributed leadership, organizational innovativeness and teacher collaboration. We used Turkish teacher data and conducted the analysis from teachers’ perspectives working in secondary schools in Turkish Ministry of National Education at the International Standard Classification of Education 2 (ISCED) level. In this quantitative study, we analysed the three hypotheses via structural equation model. The hypotheses assumed that there was a relationship between distribute leadership and organizational innovativeness, also there was a

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Bantwini, Bongani D. "ANALYSIS OF THE STATE OF COLLABORATION BETWEEN NATURAL SCIENCE SCHOOL DISTRICT OFFICIALS AND PRIMARY SCHOOL SCIENCE TEACHERS IN SOUTH AFRICA." Journal of Baltic Science Education 14, no. 5 (2015): 586–98. http://dx.doi.org/10.33225/jbse/15.14.586.

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Collaboration and synergy among education stakeholders is a fundamental pillar for any educational reform success. The reported research analyses the state of collaboration and work dynamics that existed between natural science district officials and primary school teachers in the Eastern Cape Province, South Africa. Data were collected through interviews conducted with science district officials and teachers and policy document review. The results focuses on past previous experiences with officials as barrier towards effective collaboration, work dynamics between science district officials an

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Norville, Kayla. "Collaboration Between Scientists and Teachers Using Twitter." Journal of Interdisciplinary Teacher Leadership 1, no. 3 (2018): 91–95. http://dx.doi.org/10.46767/kfp.2016-0026.

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When considering how you learned science when you were in school, do you remember participating in authentic science or do you recall memorizing facts? Unfortunately, most of us may say the latter; however, there are changes currently occurring in science education that strive to reconstruct this trajectory. Science education reform has emphasized the partnership between teachers and scientists (Kim & Herbert, 2011) in order to increase authentic scientific inquiry in the classroom. Authentic science has been shown to positively influence students’ science identity, allow students to devel

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Hastie, Peter Andrew. "Prospects for Collaboration between Teachers and Researchers." Clearing House: A Journal of Educational Strategies, Issues and Ideas 65, no. 6 (1992): 371–72. http://dx.doi.org/10.1080/00098655.1992.10114250.

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Gumus, Sedat, Okan Bulut, and Mehmet Sukru Bellibas. "The Relationship between Principal Leadership and Teacher Collaboration in Turkish Primary Schools: A Multilevel Analysis." Education Research and Perspectives 40 (2013): 1–24. https://doi.org/10.70953/erpv40.13001.

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This study examines the relationship between principal leadership and teacher collaboration in Turkish primary schools. Using multilevel modeling, data from 2,762 teachers in 175 schools were analyzed. The findings indicate that principal leadership is significantly associated with the level of teacher collaboration. Specifically, principals who demonstrate instructional leadership and provide support for teacher professional development foster higher levels of collaboration among teachers. These results suggest that effective principal leadership plays a crucial role in promoting collaborativ

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Oh, Jung-yeol, and Juhu Kim. "The Relationship between Teachers’ Perceptions of School Accountability and Teacher Collaboration." Korean Education Inquiry 36, no. 3 (2018): 31–52. http://dx.doi.org/10.22327/kei.2018.36.3.031.

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Noh, Hee ryeon, Ju hye Mun, Jeong yun Lee, and Ji young Yoon. "The Relationship between Early Childhood Teachers’ Reflective Thinking and Teacher Collaboration." Korean Journal of Early Childhood Education and Care 14, no. 1 (2021): 31–48. http://dx.doi.org/10.47676/14.01.02.

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10

Khadijah, Khairiyah, Raja Arlizon, Dian Oktary, et al. "The Role and Collaboration Between Guidance and Counselling Teachers with Biology Subject Teachers in Overcoming Learning Problems and Difficulties." Educational Guidance and Counseling Development Journal 7, no. 1 (2024): 49. https://doi.org/10.24014/egcdj.v7i1.29475.

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This research looks at the extent to which collaboration or collaboration is carried out between guidance and counseling teachers and biology subject teachers in optimizing students' potential, making students independent in solving the problems they have. The purpose of this research is to see how collaboration between guidance and counseling teachers and biology teachers functions as a way to deal with problems and learning difficulties faced by students in. In this research, a qualitative approach was used, and data collection methods were used through observation and interviews. The resear

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Ömür, Çoban, and Atasoy Ramazan. "Relationship between distributed leadership, teacher collaboration and organizational innovativeness." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (2020): 903–11. https://doi.org/10.11591/ijere.v9i4.20679.

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The aim of this study was to examine the relationships between distributed leadership, organizational innovativeness and teacher collaboration. We used Turkish teacher data and conducted the analysis from teachers’ perspectives working in secondary schools in Turkish Ministry of National Education at the International Standard Classification of Education 2 (ISCED) level. In this quantitative study, we analysed the three hypotheses via structural equation model. The hypotheses assumed that there was a relationship between distribute leadership and organizational innovativeness, also there

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12

Han, Miyoung, and Eunmi Park. "The Effects of Teacher’s Collaborative Activities on Professional Capital." Korea Association of Yeolin Education 31, no. 1 (2023): 91–112. http://dx.doi.org/10.18230/tjye.2023.31.1.91.

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This study examined the effects of collaboration between teachers on professional capital, focusing on collaborative activities being conducted in and out of school centered on the professional learning community. In particular, this study divided the collaborative activities of teachers into three types: class observation, class openness and participation in voluntary research activities inside and outside the school. The study examined the effects of each type of collaboration on teachers' professional capital specifically. For this purpose, this study conducted a survey of elementary school

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Johari, Nor Syahrul Bariyah, Norazlinda Saad, and Marini Kasim. "Teacher collaboration: Significant influence on self-efficacy of secondary school teachers." International Journal of Evaluation and Research in Education (IJERE) 11, no. 4 (2022): 1873. http://dx.doi.org/10.11591/ijere.v11i4.22921.

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<span lang="EN-US">Teacher collaboration is an aspect that needs to be given due attention in the educational institutions in order to sustain the improvement of teachers’ learning. This study was conducted to examine the influence of secondary school teacher’s collaboration on their self-efficacy. Research design was based on quantitative approach by cross-sectional survey. Data collection via questionnaires was performed to obtain demographic information of respondents, as well as data on teacher collaboration and self-efficacy. <br /> A number of 410 secondary school teachers in

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Davis, Leah, Kelton Harward, and Antonieta Yazzie. "Counselor–Teacher Collaboration in Multilingual Learner Contexts: A Qualitative Case Study Investigating Counselor–Teacher Partnerships." Professional School Counseling 27, no. 1 (2023): 2156759X2311776. http://dx.doi.org/10.1177/2156759x231177624.

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Through utilizing a qualitative case study approach, this practitioner-led research examined levels of collaboration between seven secondary English language development (ELD) teachers and eight school counselors within one school district. With data drawn from interviews, study results indicate that both school counselors and teachers see the benefit of closer collaborations through established frameworks that promote the establishment and maintenance of collaborative relationships. We offer implications for practice.

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Ashman, Adrian F. "Identifying and removing blockages to successful collaborations between counsellors, teachers and parents." Journal of Psychologists and Counsellors in Schools 4 (November 1994): 1–17. http://dx.doi.org/10.1017/s1037291100001874.

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Collaboration is becoming an increasingly familiar term in the counselling and special education literatures. Notwithstanding this, collaboration still appears to be an infrequently used process despite the numerous articles that extol the virtues of consultation, team building and a team approach to educational problems. This paper identifies a number of blockages which inhibit the development of collaborative endeavours between counsellors, teachers and parents. These include the establishment of hierarchies and professional attitudes to other stakeholders in the education community which ma

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Goddard, Yvonne, and Minjung Kim. "Examining Connections between Teacher Perceptions of Collaboration, Differentiated Instruction, and Teacher Efficacy." Teachers College Record: The Voice of Scholarship in Education 120, no. 1 (2018): 1–24. http://dx.doi.org/10.1177/016146811812000102.

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Background/Context Teacher collaboration, instructional practices, and efficacy are linked in various ways in the literature. For example, in schools where teachers reported greater use of differentiated instruction, team collaboration and culture were reportedly higher (Smit & Humpert, 2012). Further, teachers’ instructional mastery experiences lead to higher efficacy (Tschannen-Moran & McMaster, 2009). Tomlinson (1995) suggests that getting teachers to continue using differentiated instruction requires those teachers to experience quick success (i.e., mastery experiences that lead to

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Nikmaturrohmah, Nikmaturrohmah, and Ni Kadek Aris Rahmadani. "Factor Analysis of Collaboration Between Parents and Teachers." EDUKASIA Jurnal Pendidikan dan Pembelajaran 6, no. 1 (2025): 43–56. https://doi.org/10.62775/edukasia.v6i1.1381.

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Collaboration between parents and teachers is key to optimizing the success of children's education, considering that education takes place both at home and at school. This study aims to describe the supporting and inhibiting factors of collaboration between teachers and parents at Ar-Rohmah KB Playgroup. The approach used in this study is descriptive qualitative with data collection techniques through observation, interviews and documentation. The results showed that there are three main factors in realizing collaboration between teachers and parents, namely effective communication, parental

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Bastiana and Syamsuddin. "Educational collaboration: Different perspectives about regular and special teachers in inclusive school." Humanities and Social Sciences Letters 13, no. 1 (2025): 365–78. https://doi.org/10.18488/73.v13i1.4110.

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This study aims to assess the importance of collaboration between regular and special education teachers in inclusive classroom settings and to identify the factors that support and hinder effective collaboration between them. A phenomenological method was used to explore how teachers perceive and actively engage in the collaboration process within an inclusive educational setting using purposive sampling to select participants from five primary schools in Makassar City. A total of 36 teachers, including 22 regular and 14 special education teachers participated in this study. Data were collect

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Figueroa, Kenethnol M., and Aprell L. Abellana. "Organizational Culture and Strategic Leadership on Teachers’ Innovative Work Behavior." International Journal of Research and Innovation in Social Science IX, no. VI (2025): 23–35. https://doi.org/10.47772/ijriss.2025.90600003.

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This study was conducted to examine the relationship between organizational culture and strategic leadership on teacher’s innovative work behavior. Using a descriptive survey method, the researcher collected data from 250 secondary public-school teachers in selected National High Schools within the Department of Education, Division of Valencia City, Bukidnon. Organizational culture was measured through its dimensions of collaborative leadership, teacher collaboration, and unity in purpose. Strategic leadership was measured through its dimensions of future-oriented, evidenced and research-led,

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Lj. Minic, Vesna. "PEDAGOGICAL ASPECTS OF COLLABORATION BETWEEN TEACHERS AND PARENTS." Knowledge International Journal 31, no. 2 (2019): 429–34. http://dx.doi.org/10.35120/kij3102429m.

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When speaking about the quality and success of teaching in the early primary school grades, it should be noted that they depend on many factors. The key factor that numerous theoreticians and practitioners focus on is the collaboration between teachers and parents, which is separated in this paper from the broader context of school and family collaboration, since it has its own historical dimension. Modern times and social development have led to a crisis in collaboration between teachers and parents, because communication, which is the basis of their relationship, has been disrupted. Communic

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21

Berry, Ann B. "Understanding Shared Responsibility Between Special and General Education Teachers in the Rural Classroom." Rural Special Education Quarterly 40, no. 2 (2021): 95–105. http://dx.doi.org/10.1177/87568705211015681.

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A shared sense of responsibility for the education of students with disabilities can have positive effects on both teachers and students. When special education (SE) and general education (GE) teachers work together, this collaborative relationship is a positive variable in teacher satisfaction and retention. Furthermore, teacher collaboration and an inclusive delivery of SE services in the GE classroom can foster increased student achievement, motivation, self-esteem, and social growth. In this study, the researcher conducted individually administered surveys with 35 teachers in two rural dis

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Rohimah, Siti, Suhadi Suhadi, Fachri Basalamah, and Misbah Auliya. "Parents and Teachers Collaboration in Children’s Education." Edumaspul: Jurnal Pendidikan 8, no. 1 (2024): 1150–58. https://doi.org/10.33487/edumaspul.v8i1.7764.

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Collaboration between teachers and parents is considered important in educating children effectively. This research emphasizes the need for integrated roles and responsibilities between teachers and parents in educating children. Effective collaboration not only benefits a child's academic development, but also creates strong bonds between school and family, providing a solid foundation for a child's holistic growth and development. The research method used is a literature method with a focus on reviewing articles related to parent and teacher collaboration in children's education. Of the 28 a

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Dahl, Kari Kragh Blume. "Collaborating alone? Teachers’ and pedagogues’ unequal cross-professional collaboration and what it means for their professional learning in Danish schools." Power and Education 12, no. 3 (2020): 246–60. http://dx.doi.org/10.1177/1757743820943226.

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Cross-professional collaboration in schools is a prerequisite for professional teaching practice and thus for professional development in many post-industrialized societies, yet little is known about how teachers with different professional backgrounds make meaning of and internalize cross-professional collaboration and how inequities in legitimacy and power in cross-professional collaboration affect professional learning. This article examines cross-professional collaboration and the professional learning it initiates between teachers and pedagogues (Danish term for childcare professionals) i

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Rio, Rio Hermawan. "Collaboration of Counseling Teachers and Parents in Distance Learning During The Covid-19 Pandemic." International Journal of Applied Guidance and Counseling 2, no. 1 (2021): 1–6. http://dx.doi.org/10.26486/ijagc.v2i1.1406.

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Abstrak: This research is a type of descriptive analytic study, which explains and analyzes how the collaboration of counseling teachers and parents in distance learning during the Covid-19 pandemic. During distance learning the bk teacher should consider increasing communication interaction with parents as well as collaborating with parents and trying to develop positive perceptions about students in terms of student success during distance learning. Collaboration is an activity where there is cooperation between various parties in realizing educational goals, both parties from within and fro

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Haukås, Åsta, and Linda M. Borlaug. "Towards sustainable collaboration between language teachers and teacher educators: An exploratory study." System 132 (August 2025): 103708. https://doi.org/10.1016/j.system.2025.103708.

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Todorova, Silviya. "CONDITIONS FOR EFFICIENT COLLABORATION BETWEEN TEACHERS AND PARENTS." Knowledge International Journal 28, no. 3 (2018): 785–88. http://dx.doi.org/10.35120/kij2803785s.

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Partnerships between family and school include mutual relations and activities between teachers, parents and other members of students’ families. A student’s success and achievements provide information about the level of family participation in their education.One of the first steps in this direction is the establishment of good relations between school and family, in which communication is the underlying factor. It is a prerequisite for the creation of a partnership, which may influence a student’s academic success in a positive way. Good communication provides opportunity for coping with di

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SHIROMA, SYOKO, and YUJI MORO. "Collaboration Between Regular and Visiting Teachers and Students." Japanese Journal of Educational Psychology 55, no. 1 (2007): 120–34. http://dx.doi.org/10.5926/jjep1953.55.1_120.

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Bevins, Stuart, and Gareth Price. "Collaboration between academics and teachers: a complex relationship." Educational Action Research 22, no. 2 (2014): 270–84. http://dx.doi.org/10.1080/09650792.2013.869181.

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Dreyer, Lorna M. "Exploring collaboration between mainstream and learning support teachers." Education as Change 18, no. 1 (2013): 179–90. http://dx.doi.org/10.1080/16823206.2013.847018.

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Andrews, Jane, and Maryam Almohammad. "Achieving creative collaboration between language teachers and artists." Journal of Multilingual Theories and Practices 5, no. 1 (2024): 30–46. http://dx.doi.org/10.1558/jmtp.25810.

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Inspired by academic thinking and practice-based work on creativity and education, and creative approaches in language education, this article is based on outcomes of the project ‘Creating Welcoming Learning Environments: Disseminating Arts-Based Approaches to Including All Learners’, funded by the UK Arts & Humanities Research Council. The project brought together creative artists specializing in filmmaking, drama, crafting, poetry and the spoken word, textiles and music with teachers in the south-west of England, who collaborated on integrating arts-based practices into language teaching

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Macaro, Ernesto, Mustafa Akincioglu, and Julie Dearden. "English Medium Instruction in Universities: A Collaborative Experiment in Turkey." Studies in English Language Teaching 4, no. 1 (2016): 51. http://dx.doi.org/10.22158/selt.v4n1p51.

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<p><em>We report on a study exploring the level of success of collaboration in lesson planning between English language specialists and content teachers in Turkish universities where academic subjects are being taught through the medium of English. Although some previous research exists on collaboration of this kind at the secondary education level, and there is some reference to it in Content and Language Integrated Learning in Europe, no research to date has explored the potential for collaboration between specialists at the tertiary level. Using pre- and post intervention interv

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Wium, Anna-Marie, and Brenda Louw. "The South African national school curriculum: Implications for collaboration between teachers and speech-language therapists working in schools." South African Journal of Childhood Education 5, no. 1 (2015): 23. http://dx.doi.org/10.4102/sajce.v5i1.348.

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This critical review addresses the implications of the Curriculum and Assessment Plan Statement (CAPS) for collaboration between teachers and speech-language therapists (SLTs) in schools. A historical perspective on changes in the roles and responsibilities of SLTs is provided, reflecting a shift from supporting the child to supporting the teacher. Based on the role of SLTs and audiologists in schools, an innovative approach to the support of teachers is conceptualized. The curriculum content and methods support learners who experience challenges and barriers to learning in main stream classro

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Massey, Sarah, Karin Fisher, Anne Croker, and Tony Smith. "Collaboration across the health care and education interface: what is it like for teachers of children with traumatic brain injury?" Australian Journal of Primary Health 21, no. 1 (2015): 74. http://dx.doi.org/10.1071/py13035.

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For those involved in supporting and educating children with traumatic brain injury, the interface between health care and education is complex. This paper reports the findings of a study exploring how teachers of children with traumatic brain injury experience collaboration with health-care professionals. A phenomenological approach was used to understand teachers’ experience of collaboration. Semi-structured interviews were undertaken with five teachers who taught children with traumatic brain injury in a regional area of Australia. The findings revealed that the experience of collaboration

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Chintyawaty, Oktaviani Adhi Suciptaningsih, and Siti Mas’ulah. "THE IMPORTANCE OF AWARENESS OF COLLABORATION BETWEEN TEACHERS AND PARENTS IN IMPROVING THE LEARNING INTEREST OF ELEMENTARY EDUCATION STUDENTS." MORFAI JOURNAL 4, no. 4 (2025): 1316–20. https://doi.org/10.54443/morfai.v4i4.2329.

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The purpose of this study is to analyze the importance of collaborative awareness between teachers and parents together to increase students' interest in learning at the elementary school level. Qualitative methods with a descriptive approach are the approaches used in this study, where data can be obtained through in-depth interviews, observations, and documentation studies. The subjects of the study included teachers, parents, and students at one of the elementary schools in Tana Tidung Regency, North Kalimantan. The study shows that good collaboration between teachers and parents has a sign

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Lee, Daphnee Hui Lin. "Relationships between policy, teachers' values and professional capital in teacher collaboration in hierarchical Chinese societies." Journal of Professional Capital and Community 7, no. 2 (2021): 159–75. http://dx.doi.org/10.1108/jpcc-04-2021-0024.

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PurposeBoth Hong Kong and Singapore leverage teacher collaboration to improve student learning, but state reforms differ in how teacher collaborative capabilities are prioritized. This paper provides a nuanced comparison of Hong Kong and Singapore teachers' values (risk-taking, power distance and uncertainty avoidance) to develop insights into how different policy focuses cultivate teachers' capabilities to focus on improving student learning.Design/methodology/approachEmploying Hargreaves and Fullan's (2012) concept of professional capital, statistical analyses determine teachers' values prof

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Lee, Daphnee Hui Lin. "Relationships between policy, teachers' values and professional capital in teacher collaboration in hierarchical Chinese societies." Journal of Professional Capital and Community 7, no. 2 (2021): 159–75. http://dx.doi.org/10.1108/jpcc-04-2021-0024.

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PurposeBoth Hong Kong and Singapore leverage teacher collaboration to improve student learning, but state reforms differ in how teacher collaborative capabilities are prioritized. This paper provides a nuanced comparison of Hong Kong and Singapore teachers' values (risk-taking, power distance and uncertainty avoidance) to develop insights into how different policy focuses cultivate teachers' capabilities to focus on improving student learning.Design/methodology/approachEmploying Hargreaves and Fullan's (2012) concept of professional capital, statistical analyses determine teachers' values prof

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Alhossyan, Fawaz. "The effectiveness of collaboration among special and general education teachers in the Kingdom of Saudi Arabia." Edelweiss Applied Science and Technology 9, no. 5 (2025): 514–23. https://doi.org/10.55214/25768484.v9i5.6930.

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This study examined the attitudes of special and general education teachers toward collaboration in an inclusive classroom setting. A semi-structured interview design was used to gain in-depth insights and explore the effectiveness of collaboration between special education and general education teachers in the Kingdom of Saudi Arabia. After an initial screening questionnaire, six educators—four special education teachers and two general education teachers—were chosen for individual telephone interviews. The data revealed four core themes: (1) professional development, (2) limited communicatio

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SURENDER. "Collaborative Partnerships between General and Special Education Teachers." Global International Research Thoughts 11, no. 1 (2023): 37–42. http://dx.doi.org/10.36676/girt.2023-v11i1-08.

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It is impossible to meet the requirements of kids with varied abilities without the close collaboration of general and special education teachers. the importance of inclusive practises and the results of joint collaborations between general and special education instructors in ensuring that students with disabilities have access to the general education curriculum and receive the required help. In inclusive classrooms, teachers from both general and special education classes collaborate to help all students succeed. Teachers can better accommodate students with special needs and accommodate st

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Boussaha, Karima, and Raouf Amir Boussouf. "A Computer-Supported Collaborative Coaching System With Novel Algorithm for Forming Groups." International Journal of Virtual and Personal Learning Environments 12, no. 1 (2022): 1–27. http://dx.doi.org/10.4018/ijvple.285598.

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Several researchers studied the impact of collaboration between the learners, but few studies have been carried out on the impact of collaboration between teachers. In the previous work, the authors have studied the impact of the collaboration among the learners with a specific collaborative CEHL(K. Boussaha et al.,2015). In this work, the authors focused on the impact of collaboration on both teachers and learners. This paper aims to present a Computer-Supported Collaborative Coaching System called C.S. C.C.S. This system aims to create a virtual space based on the exchange of information and

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Maldia, Sheryl Manarin. "Teachers’ Self-Efficacy and Teacher-Initiated Parental Involvement: The Two-Tier Lens on Teachers’ Performance." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 10 (2024): 4000–4009. http://dx.doi.org/10.11594/ijmaber.05.10.17.

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This study examined the relationship between teachers’ self-efficacy, teacher-initiated parental involvement, and their impact on the performance of elementary teachers in DepEd SDO Sto. Tomas City. A total of 261 public elementary school teachers participated, using a descriptive correlational design to assess the variables through a survey questionnaire. Results showed that teachers rated their self-efficacy as "Very High" and their parental involvement as “High,” demonstrating excellent overall performance. The findings revealed moderate to strong positive correlations between both self-eff

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Sarmiwida. "Collaboration Between Parents and Teachers in Overcoming Arabic Language Learning Difficulties Among Children at Min Paya Seunara Sabang." International Journal Education and Computer Studies (IJECS) 3, no. 1 (2023): 1–7. http://dx.doi.org/10.35870/ijecs.v3i1.1796.

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The mastery of the Arabic language is essential for Indonesia's individuals to meet global challenges. While formal Arabic language programs in Madrasah serve as a primary means for Indonesian children, students at MIN Paya Seunara, Sabang City, face difficulties in learning Arabic. This research explores the collaborative strategies employed by parents and teachers to address these challenges. The study aims to understand the approaches used by parents and teachers in overcoming Arabic language learning difficulties among students. It investigates whether parents and teachers provide attentio

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Tri Candra Wulandari and Zainal Abidin. "Pendampingan Penyusunan E-Modul Kolaboratif bagi Guru SMK Pusat Keunggulan (SMK PK)." Asthadarma : Jurnal Pengabdian Kepada Masyarakat 4, no. 1 (2023): 39–45. http://dx.doi.org/10.55173/asthadarmajurnalpengabdiankepadamasyarakat.v4i1.22.

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The purpose of this service activity is to assist SMK PK teachers to produce collaborative e-modules. The collaboration that is expected to be realized is the existence of an e-module collaboration on productive materials with mathematics, collaborative e-modules between productive materials. The main obstacle to the implementation of SMK PK lies in the teachers, because not all teachers are able to adapt quickly to change. This service activity is carried out through three stages, namely preparation, implementation and evaluation and follow-up. At the implementation stage, this community serv

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Henbest, Victoria S., Kenn Apel, and Alexis Mitchell. "Speech-Language Pathologist–Guided Morphological Awareness Instruction in the General Education Classroom." Perspectives of the ASHA Special Interest Groups 4, no. 5 (2019): 771–80. http://dx.doi.org/10.1044/2019_pers-sig1-2019-0003.

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Purpose Research has shown that instruction in morphological awareness improves students' understanding and use of affixes. However, morphological awareness instruction, typically, is not provided in the general education classroom, and there are few documented collaborations between teachers and speech-language pathologists (SLPs), the latter of whom have a unique expertise in language. Thus, the purpose of this article was to determine the feasibility of an SLP-guided morphological awareness instructional program in a general education classroom. Method After completing a webinar training in

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Mimit Sumitra and Siti Qomariyah. "Peran Kerjasama Kepala Sekolah dengan Guru dalam Meningkatkan Kinerja Guru di SD Negeri 1 Tangkil -Ciambar." Student Research Journal 3, no. 1 (2025): 238–51. https://doi.org/10.55606/srj-yappi.v3i1.1735.

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This research aims to know the role of cooperation between the principal and teachers in improving teacher performance at SD Negeri 1 Tangkil. Effective collaboration is essential for creating a productive educational environment. The study employs a qualitative approach, utilizing interviews, observations, and document analysis for data collection. The findings reveal that open and collaborative communication significantly enhances teacher performance. The principal acts as a leader, providing direction, support, and motivation to teachers. Additionally, the principal serves as a mediator in

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Carbone, Agostino, Michela Castaldi, and Giordana Szpunar. "The Relationship between Teachers and Pupils with Down Syndrome: A Qualitative Study in Primary Schools." Behavioral Sciences 13, no. 3 (2023): 274. http://dx.doi.org/10.3390/bs13030274.

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Down syndrome (DS), due the presence of an intellectual disability and a precarious health condition, involves important challenges for developing skills at school. The study explores the relational dynamics between teachers and students with DS and how the latter influence the processes of socialization and learning at school. The study involved 15 (n = 15) special education teachers (M age = 40.4; SD = 9.3) from primary schools in Italy who were or had previously been in charge of a pupil with DS. The teachers were interviewed through a semi-structured interview, built ad hoc. The data were

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Maxwell, Anayo Onanwa, and Azuka Chukwuma Victoria. "Principals' Leadership and Teachers' Collaboration Fin the Performance of Private Secondary Schools of South Eastern states of Nigeria." Journal of Applied Mathematics and Statistical Analysis 6, no. 1 (2025): 25–32. https://doi.org/10.5281/zenodo.14863438.

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<em>This study examined principals’ leadership styles and teachers’ collaboration in the performance of private secondary schools of South Eastern States of Nigeria. Two research questions and two hypotheses were formulated and tested at 0.05 level of significance. The study adopted correlational survey design. The population of the study comprised 15,200 teachers in the 2,284 approved private secondary schools in the 21 education zones in the South East, Nigeria. The sample size was made up 3,000, comprising 2,500 approved teachers, 500 principal. The sample was chosen using clust

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Banin, Muhammad Chairul, Ummah Karimah, Abdul Basit, Ahmad Irfan, and Ahmad Yunus. "Collaboration Between Religion Teacher and Counselor in Shaping Student Morals." Pamomong: Journal of Islamic Educational Counseling 4, no. 1 (2023): 25–42. http://dx.doi.org/10.18326/pamomong.v4i1.25-42.

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The purpose of this study was to determine the collaboration between Islamic education teachers and School counselors in shaping student morals. This descriptive qualitative study applied a case study design. Primary data sources were Islamic education teachers, counselors, and students, while secondary data sources were documentation and observation. Data collection techniques using interviews, observation, and document examination. Data validity was confirmed through data triangulation. The results of the research findings show that reward and punishment points through the collaboration of I

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Dor, Asnat. "Teachers’ Perceptions Toward Home-School Collaboration: A Comparison between Homeroom Teachers and Special-Area Teachers." Education and Society 29, no. 2 (2011): 39–55. http://dx.doi.org/10.7459/es/29.23.04.

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Şenel, Macide, and Tuğba Hoşgörür. "The Relationship Between Teachers’ Emotion Management Skills and Their Attitudes Towards Professional Collaboration." Siirt Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 13, no. 1 (2025): 35–56. https://doi.org/10.53586/susbid.1623235.

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This study examined the relationship between teachers’ emotion management skills and their attitudes towards professional collaboration. The sample consisted of 487 public and private primary, elementary, and high school teachers working in Muğla, determined through a disproportionate cluster sampling technique. The research was designed using a correlational survey model. Data for the study were obtained using the “Rotterdam Emotional Intelligence Scale” and the “Attitude Scale for Professional Collaboration among Teachers.” Descriptive statistics, comparison statistics, and multiple regressi

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Van Leeuwen, Anouschka. "Learning analytics to support teachers during synchronous CSCL: balancing between overview and overload." Journal of Learning Analytics 2, no. 2 (2015): 138–62. http://dx.doi.org/10.18608/jla.2015.22.11.

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Learning analytics (LA) are summaries, visualizations, and analyses of student data that could improve learning in multiple ways, for example by supporting teachers. However, not much empirical evidence is available yet concerning the effects of LA on how teachers diagnose student progress and intervene during students’ learning activities. The goal of this paper is to summarize the empirical work that was undertaken recently concerning the effect of various types of LA tools on teacher regulation of collaboration groups of students, and to describe the theoretical mechanisms by which LA tools

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