Effects of a Cognitively Guided Instruction Program on Grades 3-5 Students: A Multisite Cluster-Randomized Trial

Autor/inn/en	Schoen, Robert; LaVenia, Mark; Tazaz, Amanda
Titel	Effects of a Cognitively Guided Instruction Program on Grades 3-5 Students: A Multisite Cluster-Randomized Trial
Quelle	(2019), (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Methods; Mathematics Instruction; Elementary School Students; Instructional Effectiveness; Faculty Development; Mathematics Teachers; Mathematics Achievement; Program Evaluation + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Programme evaluation; Programmevaluation
Abstract	Using a multisite cluster-randomized controlled trial design, we evaluated the effect of the first year of a three-year teacher professional development called Cognitively Guided Instruction (CGI) on third -fifth grade students' mathematics achievement. Teachers in the intervention condition participated in nine days of professional development focused on students' understanding of fractions and multiplicative reasoning. Five days occurred in the summer and four days occurring during the school year. The CGI 3-5 program was found to significantly impact student mathematics achievement (p =0.007). The point estimate of the main effect of the CGI program on student achievement (g = 0.18) was greater than many of the most effective teacher professional-development programs that have been subjected to rigorous evaluation (Kennedy, 2016). (As Provided).
Anmerkungen	AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01