By Sarah Lange
Sarah Lange examines the effectiveness of cascade education, which constitutes an economical education version in instructor education. In improvement cooperation nations, instructing caliber is predicted to enhance with instructor specialist improvement; for this function, she explores the effectiveness of educating multipliers in faculties in Cameroon. This learn query is analysed with a layout, which incorporates a questionnaire survey supplied to lecturers, scholars and principals in addition to a instructor video survey and a pupil fulfillment attempt. The empirical effects exhibit the consequences of cascade education at the learner-oriented educating perform, if the educated lecturers are supported of their position as switch brokers. one of the stipulations for the conceptual caliber and the implementation of cascade education, the continuity of school-based expert improvement is very emphasised in gentle of the results.
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Additional info for Achieving Teaching Quality in Sub-Saharan Africa: Empirical Results from Cascade Training
It will contribute to the issue of how cascade models of professional development of teachers can be effective in changing the classroom practice of teachers in Cameroon. In addition, the chain of effects of professional development training to participating teachers as well as to the student level is analysed. 1 Research questions The research interest of this study focuses on the empirical analysis of the effects of a professional development programme, which is implemented in Anglophone Cameroon as cascade training.
There are empirical indications that professional development can affect the teachers’ practice in the classroom. In a longitudinal study Desimone et al. 48 (2002) report that specific features of teachers’ professional development had effects on the change of the teachers’ teaching practice. Along these lines are the large-scale survey results from Garet, Porter, Desimone, Birman, and Yoon (2001), who report that professional development is effective if the focus of the professional development activities is on the following three features: content knowledge, opportunities for active learning and coherence with other learning activities (cf.
G. for Brazil: Armitage, Batista, Harbison, Holsinger, & Helio, 1986; cf. Fuller & Heyneman, 1989). Chapman und Adams report from studies in the Asian primary school sector that show the connection between bad student performance and lacking expert knowledge, which could be led back to lacking pre- and in-service training (2002, p. 29). Yet, a detailed examination of the training’s concepts is missing (Fuller, 1987, p. 281). Scheerens refers to the considerable higher influence of “resource input factors“ – to which also the education of teachers belongs – on student achievement in development cooperation countries in contrast to developed countries (cf.
Achieving Teaching Quality in Sub-Saharan Africa: Empirical Results from Cascade Training by Sarah Lange