Achieving Teaching Quality in Sub-Saharan Africa: Empirical by Sarah Lange

By Sarah Lange

Sarah Lange examines the effectiveness of cascade education, which constitutes a cheap education version in instructor education. In improvement cooperation international locations, educating caliber is predicted to enhance with instructor expert improvement; for this objective, she explores the effectiveness of teaching multipliers in faculties in Cameroon. This learn query is analysed with a layout, which incorporates a questionnaire survey supplied to academics, scholars and principals in addition to a instructor video survey and a scholar fulfillment try. The empirical effects express the consequences of cascade education at the learner-oriented instructing perform, if the educated academics are supported of their function 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 especially emphasised in mild of the results.

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

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There are numerous factors that influence student achievement, including past educational experiences, home and neighbourhood experiences, socioeconomic status, disability status, the classroom teacher, and so on” (Caffrey & Kuenzi, 2010, p. 60). Often the multilevel modelling needed for hierarchical data is not put into practice due to limited research resources. In addition, education policy refers to the relationship between student performance and teachers. The American No left behind Act of 2001, for example, pursues as its main goal the raising of student achievement of lowperforming students (Juenzi, 2010, p.

16–22) suggest grouping all influencing factors on conceptual change into two categories: 1) individual factors (teacher motivation, teachers’ concerns, self-efficacy, cognitive abilities, reflectivity, background) 2) school factors (school management, school profile, cooperation among teaching staff). For successful conceptual change, learning situations are needed, in which a person experiences dissonances with prior beliefs or attitudes (cf. Timberley, 2010). Change can happen in various directions, also depending on the perspective.

X Change as personal development – teachers ‘seek to change’ in an attempt to improve their performance or develop additional skills or strategies. 40 x Change as local reform – teachers ‘change something’ for reasons of personal growth. x Change as systemic restructuring – teachers enact the ‘change policies’ of the system. ). Current research strengthens the point that teacher change can only be successful as an active learning process on the part of the teachers and not something to which teachers are subjected.

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