Community and Culture at School: Identifying Relationships between Teacher Collaboration, Culturally Responsive Teaching, and the Climate of U.S. Middle Schools

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Abstract/Contents

Abstract: Teachers' collaboration, from sharing support to pedagogy, influences school climate on a classroom and school level. Collaboration draws on the unique ideas that come from varied backgrounds and experiences within and outside of the school setting. Studies analyzing the relationship between teacher collaboration and school climate have not addressed the inclusion of students' backgrounds and experiences. This study investigates how diversity-related teaching practices may enhance the relationship between teacher collaboration and school climate. Using the 2018 Teaching and Learning Survey (TALIS), I focus on middle school teachers in the United States. I found that diversity practices and teacher collaboration each have a significant relationship with school climate, but there was no statistical evidence for the influence of diversity practices on the relationship between teacher collaboration and school climate. To provide actionable steps inspired by the research, I include brief recommendations for educators to develop their teaching based on the values of collaboration and diversity.

Type of resource	text, still image
Publication date	May 30, 2024

Author	Reed, Kennedy	https://orcid.org/0009-0008-1924-751X (unverified)
Advisor	Smith, Sanne	https://orcid.org/0000-0002-1251-4442 (unverified)
Advisor	McFarland, Daniel	https://orcid.org/0000-0002-6805-0798 (unverified)
Degree granting institution	Stanford University
Department	Graduate School of Education

Subject	teacher collaboration
Subject	school climate
Subject	school culture
Subject	Multicultural education
Subject	Education
Subject	Culturally relevant pedagogy
Subject	culturally responsive teaching
Subject	Structural equation modeling
Subject	Teaching and Learning International Survey
Subject	Teacher development
Subject	education data science
Subject	pedagogy
Subject	Community and school
Genre	Text
Genre	Capstone
Genre	Poster
Genre	Student project report
Genre	Posters

DOI	https://doi.org/10.25740/fr157ss6352, https://doi.org/10.25740/fr157ss6352
Location	https://purl.stanford.edu/fr157ss6352

Use and reproduction: User agrees that, where applicable, content will not be used to identify or to otherwise infringe the privacy or confidentiality rights of individuals. Content distributed via the Stanford Digital Repository may be subject to additional license and use restrictions applied by the depositor.
License: This work is licensed under a Creative Commons Attribution Non Commercial 4.0 International license (CC BY-NC).

Preferred citation: Reed, K. (2024). Community and Culture at School: Identifying Relationships between Teacher Collaboration, Culturally Responsive Teaching, and the Climate of U.S. Middle Schools. Stanford Digital Repository. Available at https://purl.stanford.edu/fr157ss6352. https://doi.org/10.25740/fr157ss6352.

Education Data Science (EDS) Capstone Projects, Graduate School of Education

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