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COGNITIVELY GUIDED INSTRUCTION:
A CASE STUDY IN TWO ELEMENTARY SCHOOLS
by
Kate Garfinkel
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2011
Copyright 2011 Kate Garfinkel
Object Description
| Title | Cognitively guided instruction: A case study in two elementary schools |
| Author | Garfinkel, Kate |
| Author email | kategarfinkel@gmail.com; garfinke@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2011-03-23 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-06 |
| Advisor (committee chair) | Picus, Lawrence O. |
| Advisor (committee member) |
Slayton, Julie Franklin, Gregory A. |
| Abstract | This study investigated the ways in which the elementary mathematics teaching philosophy, Cognitively Guided Instruction (CGI), was reflected in the teaching practice of a sample of teachers who subscribe to the philosophy. Cognitively Guided Instruction relies on teachers basing their instructional decisions on the knowledge of their students’ mathematical thinking. The research questions for this study were (1) to what extent do teachers’ instructional practices reflect the critical features of CGI? and (2) what aspects of CGI professional development did the teachers perceive to be the most effective in supporting the integration of CGI philosophy into their teaching practice? Five second grade teachers within two schools in the same district participated in this study. Data were collected through principal interviews and teacher observations, interviews, and questionnaires. Evidence was found that the critical features of CGI were present in the teaching practices of the teacher participants but the critical features were observed to varying degrees. The majority of the teacher participants reported that CGI professional development that provided immediate feedback that was directly connected to current classroom practice (e.g., CGI coaches) was the most supportive of their CGI enactment. |
| Keyword | Elementary mathematics; Cognitively Guided Instruction; CGI; professional development; teaching philosophy; mathematics instruction; mathematical thinking |
| Geographic subject | school districts: Green Valley Unified School District |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 1990/2009 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3716 |
| Contributing entity | University of Southern California |
| Rights | Garfinkel, Kate |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@dots.usc.edu |
| Filename | etd-Garfinkel-4365 |
| Archival file | uscthesesreloadpub_Volume17/etd-Garfinkel-4365.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@dots.usc.edu |
| Full text | COGNITIVELY GUIDED INSTRUCTION: A CASE STUDY IN TWO ELEMENTARY SCHOOLS by Kate Garfinkel A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2011 Copyright 2011 Kate Garfinkel |
