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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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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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.