Wedell, M. (2005) Cascading training down into the classroom: The need for parallel planning. International Journal of Educational Development, 25 (6). pp. 637-651. ISSN 0738-0593Full text available as:
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Cascade models of in-service training are widely considered to be a cost effective means of introducing educational change to large numbers of teachers. Data from 511 teachers completing a cascade training programme that introduced current ideas about and procedures for teaching English to young learners, suggests that provision of training alone is no guarantee that cascade training aims will actually be applied in classrooms. The paper considers implications for cascade projects, suggesting that planning needs to be a parallel process if an adequate return on outlay, in the sense of teachers applying skills introduced in training in their classrooms, is to be achieved.
|Copyright, Publisher and Additional Information:||© 2005 Elsevier B.V. This is an author produced version of a paper published in International Journal of Educational Development. Uploaded in accordance with the publisher's self archiving policy.|
|Institution:||The University of Leeds|
|Academic Units:||The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds)|
|Depositing User:||Sherpa Assistant|
|Date Deposited:||20 Nov 2008 10:20|
|Last Modified:||08 Feb 2013 17:05|