Classroom observation and teacher self-reported data were used to investigate the extent that local and expatriate teachers in the Republic of Yemen differed (1) in their beliefs about what classroom practices lead to higher levels of student achievement and (2) in their actual classroom practices. Findings indicate statistically significant and meaningful differences in both pedagogical beliefs and actual classroom practices. Policy implications for developing countries making heavy use of expatriate teachers are discussed.
Bibliographical noteFunding Information:
This study was partially sponsored by the U.S. Agency for International Development under contract number DPE-5823-C-00-413-00 (Improving the Efficiency of Education Systems Project) and by the State University of New York at Albany. However, the authors alone are responsible for the contents and conclusions of the study.