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Achieving Teaching Quality in Sub-Saharan Africa: Empirical Results from Cascade Training

Autor Sarah Lange
en Limba Engleză Paperback – iul 2016
Sarah Lange examines the effectiveness of cascade training, which constitutes a cost-effective training model in teacher training. In development cooperation countries, teaching quality is expected to improve with teacher professional development; for this purpose, she explores the effectiveness of training multipliers in schools in Cameroon. This research question is analysed with a design, which encompasses a questionnaire survey provided to teachers, students and principals as well as a teacher video survey and a student achievement test. The empirical results show the effects of cascade training on the learner-oriented teaching practice, if the trained teachers are supported in their role as change agents. Among the conditions for the conceptual quality and the implementation of cascade training, the continuity of school-based professional development is particularly emphasized in light of the results.




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Specificații

ISBN-13: 9783658146825
ISBN-10: 3658146826
Pagini: 250
Ilustrații: XV, 235 p. 14 illus.
Dimensiuni: 148 x 210 x 13 mm
Greutate: 0.31 kg
Ediția:1st ed. 2016
Editura: Springer Fachmedien Wiesbaden
Colecția Springer VS
Locul publicării:Wiesbaden, Germany

Cuprins

Teaching quality, teacher professionalism, measuring educational quality.- Empirical analysis of the effects of the cascade training.- Success and risk conditions for the implementation of cascade training in professional development.

Notă biografică

Dr. Sarah Lange is a researcher at the institute of educational science at the Otto-Friedrich-University in Bamberg, Germany. 

Textul de pe ultima copertă

Sarah Lange examines the effectiveness of cascade training, which constitutes a cost-effective training model in teacher training. In development cooperation countries, teaching quality is expected to improve with teacher professional development; for this purpose, she explores the effectiveness of training multipliers in schools in Cameroon. This research question is analysed with a design, which encompasses a questionnaire survey provided to teachers, students and principals as well as a teacher video survey and a student achievement test. The empirical results show the effects of cascade training on the learner-oriented teaching practice, if the trained teachers are supported in their role as change agents. Among the conditions for the conceptual quality and the implementation of cascade training, the continuity of school-based professional development is particularly emphasized in light of the results.
Contents
Teaching quality, teacher professionalism, measuring educational quality
Empirical analysis of the effects of the cascade training
Success and risk conditions for the implementation of cascade training in professional development
Target Groups
Researchers and students in international and comparative education
Teachers and teacher trainers working with cascade models
The Author
Dr. Sarah Lange is a researcher at the institute of educational science at the Otto-Friedrich-University in Bamberg, Germany.

Caracteristici

Study in the field of social sciences Includes supplementary material: sn.pub/extras