Download full textERIC Number: ED470472
Record Type: Non-Journal
Publication Date: 2000-Sep
Pages: 12
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Cognitively Guided Instruction: A Research-Based Teacher Professional Development Program for Elementary School Mathematics. Research Report.
Carpenter, Thomas P.; Fennema, Elizabeth; Franke, Megan Loef; Levi, Linda; Empson, Susan B.
This paper describes a research-based teacher professional development program for elementary school mathematics and includes an overview of cognitively guided instruction (CGI). Also described are the CGI professional development program and the research base for CGI with regard to children's thinking; teachers' knowledge and beliefs about children's thinking and the relation of teachers' knowledge and beliefs to their student's achievement; the effect of the CGI professional development program on teachers' knowledge, beliefs, and practice; and the achievement of students in CGI classes. (Contains 27 references.) (MM)
Descriptors: Academic Achievement, Elementary Education, Faculty Development, Mathematics Education, Teacher Attitudes, Teacher Education
NCISLA, Wisconsin Center for Education Research, University of Wisconsin, School of Education, 1025 W. Johnson Street, Madison, WI 53706. Tel: 608-263-3605; e-mail: ncisla@education.wisc.edu. For full text: http://www.wcer.wisc.edu/ncisla.
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.; National Science Foundation, Arlington, VA.
Authoring Institution: Wisconsin Univ., Madison. National Center for Improving Student Learning and Achievement in Mathematics and Science.
Grant or Contract Numbers: N/A
