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The Effect of Cognitively Guided Instruction on Primary Students' Math Achievement, Problem-Solving Abilities and Teacher Questioning

abstract: The purpose of this study is to impact the teaching and learning of math of 2nd through 4th grade math students at Porfirio H. Gonzales Elementary School. The Cognitively Guided Instruction (CGI) model serves as the independent variable for this study. Its intent is to promote math instruction that emphasizes problem-solving to a greater degree and facilitates higher level questioning of teachers during their instructional dialogue with students. A mixed methods approach is being employed to see how the use of the CGI model of instruction impacts the math achievement of 2nd through 4th grade students on quarterly benchmark assessments administered at this school, to see how students problem-solving abilities progress over the duration of the study, and to see how teacher practices in questioning progress. Quantitative methods are used to answer the first of these research questions using archival time series (Amrein & Berliner, 2002) to view trends in achievement before and after the implementation of the CGI model. Qualitative methods are being used to answer questions around students' progression in their problem-solving abilities and teacher questioning to get richer descriptions of how these constructs evolve over the course of the study. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2012

Identiferoai:union.ndltd.org:asu.edu/item:14678
Date January 2012
ContributorsMedrano, Juan Candelario (Author), Ann, Keith (Advisor), David, Carlson L (Committee member), Thomas, Heck (Committee member), Reynaldo, Rivera (Committee member), Arizona State University (Publisher)
Source SetsArizona State University
LanguageEnglish
Detected LanguageEnglish
TypeDoctoral Dissertation
Format162 pages
Rightshttp://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved

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