Brief Description
This study is a follow up to an efficacy trial of a multiyear professional-development intervention for elementary mathematics teachers based on Cognitively Guided Instruction (CGI). Grade 1 and 2 teachers and their students across 22 schools participated in a cluster-randomized controlled trial of a CGI-based teacher professional development intervention during the 2013–14 and 2014–15 school years. The follow-up study will explore the extent to which opportunity for teacher involvement in CGI professional development in a given school had a causal effect on student achievement.
Support
This project was supported by a grant from the Institute of Education Sciences at the U.S. Department of Education.
Grant Award Number(s)
R305A180429
Key Personnel
Robert C. Schoen, Ph. D. (PI); Walter Secada, Ph. D. (Co-PI); Amanda Tazaz, Ph. D.
Timeline
2018–2022
External Link(s)
Structured abstract page on the Institute of Education Sciences’ website
Schoen, R. C, Whitacre, I., & Champagne, Z. (2023). Word problem performance of U.S. first graders in the 20th century and Common Core era. Journal for Research in Mathematics Education, 54(1), 24–42. https://doi.org/10.5951/jresematheduc-2020-0201
Schoen, R. C., Rhoads, C., Perez, A. L., Tazaz, A. M., & Secada, W. G. (2022) Impact of Cognitively Guided Instruction on Elementary School Mathematics Achievement: Five Years after the Initial Opportunity. Florida State University. [Working paper.] https://doi.org/10.33009/fsu.1653430141
Schoen, R. C., Bray, W.S., Tazaz, A. M., & Buntin, C. K. (2022). A description of the Cognitively Guided Instruction professional development program in Florida: 2013–2020. Florida State University. https://doi.org/10.33009/fsu.1643828800
Farfan, G., & Schoen, R. C. (2021). Elementary students’ understanding of the equals symbol: Do Florida students outperform their peers? Dimensions in Mathematics, 41(1), 27–38. https://fctm.net/wp-content/uploads/2021/05/Spring-2021-final-draft.pdf.
Schoen, R. C., Champagne, Z., Whitacre, I., & McCrackin, S. (2021). Comparing the number and distribution of additive word problems in first-grade U.S. textbooks in the 1980s and the Common Core era. School Science and Mathematics, 121(2), 110–121. https://doi.org/10.1111/ssm.12447
Secada, W. G. (2020). CGI Principles of Teaching Practice: Classroom Observation Scoring Guide. Draft report.
Schoen, R. C., LaVenia, M., Tazaz, A., Farina, K., Dixon, J. K., & Secada, W. G. (2020). Replicating the CGI experiment in diverse environments: Effects on grade 1 and 2 student mathematics achievement in the first program year (Research Report No. 2020-02). Florida State University. https://doi.org/10.33009/fsu.1601237075
Guven, A., Solmaz, G., & Schoen, R.C. (2022, November 17–20). Structural validity of 2021 Knowledge for Teaching Early Elementary Mathematics (K-TEEM): A psychometric study. Paper presented at the North American Chapter of the International Group for the Psychology of Mathematics Education 44th Annual Meeting, Nashville, TN.
Ran, H., Secada, W. G., Rhoads, C. H., Schoen, R. C., Tazaz, A. M., & Liu, X. (2022, April 21–26). The long-term effects of Cognitively Guided Instruction on elementary students’ mathematics achievement. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
Schoen, R. C., Rhoads, C., Tazaz, A. M., Secada, W. G., & Stone, A. (2021, September 26–29). Impact of Cognitively Guided Instruction on elementary school math achievement: Five years after the initial opportunity. Paper presented at the annual conference of the Society for Research in Educational Effectiveness. [Conference held virtually.]
Schoen, R. C., Li, L., Yang, X., Guven, A., & Riddell, C. (2021, September 26–29). Using a many-facet Rasch model to gain insight into measurement of instructional practice in mathematics. Paper presented at the annual conference of the Society for Research in Educational Effectiveness. [Conference held virtually.]
Li, L., Schoen, R.C., & Paek, I. (2021, April 8–12). Examining rater effects using the many-facet Rasch model in mathematics teacher classroom performance assessment [Paper presentation]. Online Annual Meeting of the American Educational Research Association. [Conference held virtually.]
Riddell, C., Bray, W., & Schoen, R. C. (2021, February). What Does (and Doesn’t) CGI Look Like in the Classroom? Presented at the annual conference of the Association of Mathematics Teacher Educators. Conference held virtually. M-CLIPS v2.
Ran, H., & Secada, W. G. (2021, February). Is it instructional differentiation or is it bias? Within classroom instructional differences in mathematics and in science within highly-effective versus typical elementary schools. Presented at the First Annual Symposium on Observing and Measuring How Teachers Implement CGI in Their Classrooms. Symposium held virtually. Flyer.
Ran, H., Wadhwa, K., & Secada, W. G. (2020, November.) Let students talk. Presented at the First Annual Symposium on Observing and Measuring How Teachers Implement CGI in Their Classrooms. Symposium held virtually. Flyer.
Ran, H., & Secada, W. G. (2020, October). The effects of CGI on first and second grade classroom instructions. Presented at the First Annual Symposium on Observing and Measuring How Teachers Implement CGI in Their Classrooms. Symposium held virtually. Flyer.
Schoen, R. C. (2020, October). Introducing the Mathematics–Cognition, Language, Interaction, and Problem Solving (M-CLIPS) classroom observation measure. Presented at the First Annual Symposium on Observing and Measuring How Teachers Implement CGI in Their Classrooms. Symposium held virtually. Flyer.
Li. L., & Schoen, R. C. (2020, October). Using a many-facet Rasch model to gain insight into measurement of mathematics instructional practice. Presented at the First Annual Symposium on Observing and Measuring How Teachers Implement CGI in Their Classrooms. Symposium held virtually.
Secada, W. G., Ran, H., & Schoen, R. C. (2020, January). The Effects of Cognitively Guided Instruction (CGI) Professional Development on First- and Second-Grade Classroom Instruction. Poster session presented at the annual IES Principal Investigators meeting, Washington, DC.
Li, Y., Rhoads, C. and Schoen, R. (2019). Understanding the within school selection process for the purpose of generalizing from RCTs: A case study. Paper presented at the 2019 SREE annual meeting.