Corrigendum

This article refers to:

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

Lange, S. (2014) Learner orientation through professional development of teachers? Empirical results from cascade training in Anglophone Cameroon. Compare, 44(4), pp. 587–612. http://dx.doi.org/10.1080/03057925.2013.841027

Table 6 as published on page 600 of this article is incorrect. The correct table is as follows:

Table 6. Programme teachers’ estimation of usefulness of the programme.

Table

		M	SD	n
General pedagogies and didactics	Trained teachers	3.61	0.59	160
	Multipliers	3.86	0.36	35
Subject didactics	Trained teachers	3.49	0.66	153
	Multipliers	3.71	0.53	31
Subject contents	Trained teachers	3.43	0.75	148
	Multipliers	3.67	0.48	33
Classroom management	Trained teachers	3.68	0.57	153
	Multipliers	3.80	0.41	35
Handling learning problems	Trained teachers	3.49	0.67	150
	Multipliers	3.66	0.68	35
Dealing with behaviour problems	Trained teachers	3.40	0.70	149
	Multipliers	3.50	0.62	34
Dealing with heterogeneous groups	Trained teachers	3.13	0.87	142
	Multipliers	3.33	0.92	33

The statistics given in the last sentence of the following paragraph are also incorrect, and should read as follows:

All teachers in the programme schools rated the usefulness of the trainings as very positive – with the average ratings differing according to the field assessed (usefulness for general pedagogies and didactics: M = 3.65, SD = 0.57; usefulness for handling heterogeneous groups: M = 3.19, SD = 0.85).

The author sincerely apologises for these errors.