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Learner orientation through professional development of teachers? Empirical results from cascade training in Anglophone Cameroon

Sarah LangeLehrstuhl für Allgemeine Pädagogik, Otto-Friedrich-Universität Bamberg, Bamberg, GermanyCorrespondence[email protected]
Pages 587-612 | Published online: 14 Oct 2013

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Read on this site (3)

Venitha Pillay. (2020) Jika iMfundo: a South African study of ‘turning education around’ through improved curriculum coverage. Professional Development in Education 46:2, pages 229-244.
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Melanie U. Wohlfahrt. (2018) Primary Teacher Education in Rural Cameroon: Can Informal Learning Compensate for the Deficiencies in Formal Training?. Africa Education Review 15:3, pages 1-20.
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Matthew Harper, Jennifer Gore & Jess Harris. A new conceptual framework for understanding and implementing train-the-trainer professional development on a large scale. Professional Development in Education 0:0, pages 1-12.
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Articles from other publishers (6)

Julia Bruns, Maike Hagena & Hedwig Gasteiger. (2023) Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?. Teaching and Teacher Education 132, pages 104270.
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Kyra Meutstege, Marieke Van Geel & Adrie Visscher. (2023) Evidence-Based Design of a Teacher Professional Development Program for Differentiated Instruction: A Whole-Task Approach. Education Sciences 13:10, pages 985.
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Rebecca Kahmann, Mienke Droop & Ard W. Lazonder. (2022) Meta-analysis of professional development programs in differentiated instruction. International Journal of Educational Research 116, pages 102072.
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Annette Scheunpflug, Mark Wenz & Carsten Wirth. (2018) Das finanzielle Profil der deutschen Bildungszusammenarbeit – eine Analyse der Normen und Realitäten internationaler BildungspolitikThe financial profile of German development policy in the field of education—an analysis of norms and realities of international education policy. Zeitschrift für Erziehungswissenschaft 22:5, pages 1203-1223.
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Rebecca H Woodland & Rebecca Mazur. (2018) Examining capacity for “cross-pollination” in a rural school district: A social network analysis case study. Educational Management Administration & Leadership 47:5, pages 815-836.
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Elizabeth Fiona King. (2018) Developing teacher capacity in Cambodia: an expanded model. Asian Education and Development Studies 7:1, pages 2-14.
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