This qualitative multiple case study sought to discover third-grade teacher perspectives of the strategies used when effectively implementing Cognitively Guided Instruction (CGI). Five exemplar third-grade teachers were purposefully selected based on recommendations from their principal and instructional coach. The purpose of the study was to learn how the implementation of the essential elements of CGI affected planning of mathematics lessons and how those elements were implemented into mathematics instructional practices.
The study utilized triangulation of data sources, including semi-structured interviews, observations, and document analysis. Based on the results from the first research question, planning for CGI lessons was found to be more difficult compared to planning for traditional mathematics lessons. The teachers spent more time developing word problems due to the lack of resources, because CGI is to be customized to meet the needs of the students. For the second research question, five themes emerged as strategies the teacher used for implementing CGI during class: 1) conceptualizing, 2) articulating, 3) using multiple strategies, 4) questioning, and 5) scaffolding. These strategies were employed by all teachers, but were differentiated by each teacher to best meet the needs of the students.
|Commitee:||Lucado, Charles, McCoy, Lisa|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 77/06(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Early childhood education, Elementary education|
|Keywords:||Articulating, Cognitively guided instruction, Conceptualizing, Mathematics, Multiple strategies, Scaffolding|
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