Teachers' Interpretations of "CGI" after Four Years: Meanings and Practices.

Knapp, Nancy F.; Peterson, Penelope L.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ496904

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0021-8251

EISSN: N/A

Available Date: N/A

Teachers' Interpretations of "CGI" after Four Years: Meanings and Practices.

Knapp, Nancy F.; Peterson, Penelope L.

Journal for Research in Mathematics Education, v26 n1 p40-65 Jan 1995

Interviews with (n=20) primary teachers, who had participated in inservice workshops on Cognitively Guided Instruction (CGI), revealed three patterns of CGI use--as mainstay, as supplement, and decreasingly--which seemed related to their beliefs about mathematics, learning, and CGI itself. (40 references) (MKR)

Descriptors: Cognitive Structures, Cognitive Style, Elementary Education, Elementary School Teachers, Inservice Teacher Education, Interviews, Mathematics Education, Mathematics Instruction, Teaching Methods

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A