An implementation analysis of a Cognitively Guided Instruction (CGI) teacher professional development program

Frontiers in Education

Education

Amanda M. Tazaz¹  Robert C. Schoen² 

[1] Learning Systems Institute, Florida State University, Tallahassee, FL, United States;Learning Systems Institute, Florida State University, Tallahassee, FL, United States;School of Teacher Education, Florida State University, Tallahassee, FL, United States;

关键词: cognitively guided instruction;    mathematics;    teacher professional development;    fidelity of implementation;    stem education;   

DOI  :  10.3389/feduc.2023.1150229

 received in 2023-01-23, accepted in 2023-09-27,  发布年份 2023

来源: Frontiers

【 摘 要 】

Information about program implementation provides critical information for the interpretation of results from randomized trials. The present study provides an evaluation of the implementation of a Cognitively Guided Instruction mathematics teacher professional development as part of a large scale randomized controlled trial with teachers in first- and second- grade in eleven elementary schools in two adjacent school districts. We developed a measure of fidelity of implementation and used it during the in-person training sessions to determine the extent to which the training program was implemented as intended. The results from this study suggest that the program was implemented with high fidelity providing context for interpretation of overall program outcomes on teachers and students.

【 授权许可】

Unknown   
Copyright © 2023 Tazaz and Schoen.