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ERIC Number: ED534097
Record Type: Non-Journal
Publication Date: 2011
Pages: 173
Abstractor: As Provided
ISBN: ISBN-978-1-1249-4990-1
Cognitively Guided Instruction: An Implementation Case Study of a High Performing School District
Dowdy, William D. B.
ProQuest LLC, Ed.D. Dissertation, University of Southern California
No Child Left Behind legislation developed goals for every student to be proficient in each academic subject by 2014. California's students are far from meeting this goal, especially in mathematics. One Southern Californian school district, renamed Green Valley Unified School District for anonymity, began using Cognitively Guided Instruction district-wide in 2005 for all elementary students in an effort to meet the NCLB goals. This dissertation is a case study of five second-grade teachers in two Green Valley schools and the degree of CGI implementation within their classrooms. This research developed assessment tools that may be useful for others evaluating teachers' use of CGI. This study also characterizes elements of classroom culture, professional development, and teacher's practice that lead toward CGI mastery. Recommendations are made for implementing a high quality CGI program, specific for Green Valley, however they offer guidance for other schools and districts that may use Cognitively Guided Instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001