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010   $a9783658146832
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024 7 $a10.1007/978-3-658-14683-2
035   $a(CKB)3710000000735043
035   $a(DE-He213)978-3-658-14683-2
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100   $a20160622d2016      u|         0
101 0 $aeng
135   $aurnn|008mamaa
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aAchieving Teaching Quality in Sub-Saharan Africa $eEmpirical Results from Cascade Training /$fby Sarah Lange
205   $a1st ed. 2016.
210  1$aWiesbaden :$cSpringer Fachmedien Wiesbaden :$cImprint: Springer VS,$d2016.
215   $a1 online resource (XV, 235 p. 14 illus.) 
225 1 $aSpringer VS Research
311 08$a9783658146825 
311 08$a3658146826 
320   $aIncludes bibliographical references.
327   $aTeaching 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.
330   $aSarah Lange examines the effectiveness of cascade training, which constitutes a cost-effective training model in teacher training. In development cooperation countries, teaching quality is expected to improve with teacher professional development; for this purpose, she explores the effectiveness of training multipliers in schools in Cameroon. This research question is analysed with a design, which encompasses a questionnaire survey provided to teachers, students and principals as well as a teacher video survey and a student achievement test. The empirical results show the effects of cascade training on the learner-oriented teaching practice, if the trained teachers are supported in their role as change agents. Among the conditions for the conceptual quality and the implementation of cascade training, the continuity of school-based professional development is particularly emphasized in light of the results. Contents Teaching quality, teacher professionalism, measuring educational quality Empirical analysis of the effects of the cascade training Success and risk conditions for the implementation of cascade training in professional development Target Groups Researchers and students in international and comparative education Teachers and teacher trainers working with cascade models The Author Dr. Sarah Lange is a researcher at the institute of educational science at the Otto-Friedrich-University in Bamberg, Germany.
410  0$aSpringer VS research.
606   $aTeachers$xTraining of
606   $aInternational education
606   $aComparative education
606   $aLearning, Psychology of
606   $aTeaching and Teacher Education
606   $aInternational and Comparative Education
606   $aInstructional Psychology
615  0$aTeachers$xTraining of.
615  0$aInternational education.
615  0$aComparative education.
615  0$aLearning, Psychology of.
615 14$aTeaching and Teacher Education.
615 24$aInternational and Comparative Education.
615 24$aInstructional Psychology.
676   $a370.711
700   $aLange$b Sarah$4aut$4http://id.loc.gov/vocabulary/relators/aut$01059078
906   $aBOOK
912   $a9910254974203321
996   $aAchieving Teaching Quality in Sub-Saharan Africa$92504084
997   $aUNINA