Implementing educational innovations through facilitators: Cascade model works, yet school contexts matter

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2025-03-24 DOI:10.1016/j.stueduc.2025.101456

Rebekka Stahnke , Dilan Şahin-Gür , Corinna Hankeln , Susanne Prediger

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引用次数: 0

Abstract

The cascade model, in which facilitators provide professional development to teachers who then implement innovations, can result in diluted impact along the cascades. Effectiveness has rarely been shown for the level of student outcomes and supportive conditions, such as teacher collaboration and principal leadership, are needed. This study examines whether implementing a research-based, language-responsive mathematics innovation through a cascade model impacts student outcomes and whether teacher collaboration and principal leadership support implementation. Student outcomes were assessed before and after the teaching unit in view in an intervention group and a control group (n = 479), with school context conditions reported by teachers. Multilevel models revealed that implementation in the cascade model was effective in improving student outcomes. Principal leadership positively predicted outcomes, especially in the control group providing mathematics instruction as usual, while teacher collaboration was a negative predictor. Implications for future research and the design of professional development programs are discussed.

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通过促进者实施教育创新：级联模式有效，但学校环境很重要

在梯级模型中，辅导员为教师提供专业发展，然后教师实施创新，这可能导致梯级效应减弱。在学生成绩水平和支持性条件（如教师合作和校长领导）方面，很少显示出有效性。本研究考察了通过级联模型实施基于研究、语言响应的数学创新是否会影响学生的成绩，以及教师合作和校长领导是否支持实施。在干预组和对照组（n = 479）中，在教师报告的学校环境条件下，评估了教学单元前后的学生成绩。多层次模型表明，级联模型的实施在提高学生成绩方面是有效的。校长领导正向预测结果，特别是在照常提供数学教学的对照组，而教师合作是负向预测因子。对未来研究的启示和专业发展计划的设计进行了讨论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.