Brief Description
This project is a third-party evaluation of a multiyear teacher professional development program for early elementary teachers called Cognitively Guided Instruction (CGI). Using a multisite cluster-randomized trial evaluation design, the project will result in evaluation reports concerning the impact and implementation of the CGI program. Several measurement instruments used in this project were developed by the Schoen research lab, including a beginning of year student pretests, an end-of-year student interview (MPAC), a measure of teacher knowledge (K-TEEM), and a measure of teacher beliefs (B-MTL).
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)
R305A120781
Key Personnel
Robert C. Schoen, Ph. D. (PI); Walter Secada, Ph. D. (Co-PI); Juli K. Dixon, Ph. D. (Co-PI); Mark LaVenia, Ph. D.; Amanda Tazaz, Ph. D.; Kristopher Childs, Ph. D.
Timeline
2012–2017
External Link(s)
Grant information page from the Institute of Education Sciences (IES) website
Tazaz, A. M., & Schoen, R. C. (2023). An implementation analysis of a Cognitively Guided Instruction (CGI) teacher professional development program. Frontiers in Education, 8, 1150229. https://doi.org/10.3389/feduc.2023.1150229
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
Kolovou, M., Ran, H., & Secada, W. G. (2023). CGI teachers’ patterns of interacting with male and female students during their first and second years of practice. International Journal of Science and Mathematics Education, 21(5), 1451–1472.
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
Schoen, R. C., Champagne, Z., Whitacre, I., & McCrackin, S. (2021). Comparing the frequency and variation of additive word problems in United States first-grade textbooks in the 1980s and the Common Core era. School Science and Mathematics, 121, 110–121. https://doi.org/10.1111/ssm.12447
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
Sahin, N., Dixon, J., & Schoen, R. C. (2020). Investigating the association between children’s strategy use and mathematics achievement. School Science and Mathematics, 126(6), 325–332. https://doi.org/10.1111/ssm.12424/
Medina, E.A. (2019). The Effects of Cognitively Guided Instruction (CGI) on the Use of Representational Modeling by First and Second Grade English Language Learners (ELLs) During Individualized Assessments of Arithmetic Word Problem Solving. (Doctoral dissertation). Open Access Dissertations. 2335.
Schoen, R. C., & LaVenia, M. (2019). Teacher beliefs about mathematics teaching and learning: Identifying and clarifying three constructs. Cogent Education OA, 6 (1). https://doi.org/10.1080/2331186X.2019.1599488
Gadge, U. (2018). Effects of Cognitively Guided Instruction on Teacher Created Opportunities to Engage Students in Problem-Solving (Doctoral dissertation). University of Miami: Coral Gables, FL.
Iuhasz-Velez, N. (2018). Effects of Cognitively Guided Instruction Professional Development on Teachers’ Ability to Predict Student Success on Mathematical Tasks – Toward a Conceptual Framework on Teachers’ Knowledge of Their Students. (Doctoral dissertation). Open Access Dissertations. 2154.
Boggs, G. L., Whitacre, I., Schellinger, J., Champagne, Z., & Schoen, R. C. (2018). Contextual meanings of the equals sign as conceptual blends. For the Learning of Mathematics, 38(2), 34–39.
Schoen, R. C., LaVenia, M., Tazaz, A., Farina, K., Dixon, J. K., & Secada, W. G. Replicating the CGI Experiment in Diverse Environments: Effects of Year 2 on Student Mathematics Achievement (Research Report No. 2017–02). Tallahassee, FL: Florida State University, Learning Systems Institute. Manuscript in preparation.
Schoen, R. C., Bray, W., Wolfe, C., Tazaz, A. M., & Nielsen, L. (2017). Developing an assessment instrument to measure early elementary teachers’ mathematical knowledge for teaching. The Elementary School Journal, 118(1), 55–81. https://doi.org/10.1086/692912
Schoen, R. C., & Iuhasz-Velez, N. (2017). Measuring teacher ability to predict student success in solving specific mathematics problems: Procedures and initial findings of accuracy, overprediction, and underprediction (Research Report No. 2017–03). Tallahassee, FL: Learning Systems Institute, Florida State University. https://doi.org/10.17125/fsu.1507903318
Schoen, R. C., LaVenia, M., & Tazaz, A. M. (2017, March). Effects of a two-year Cognitively Guided Instruction professional development program on first- and second-grade student achievement in mathematics. Paper presented at the spring conference of the Society for Research on Educational Effectiveness, Washington, DC.(abstract) (conference)
Schoen, R. C., LaVenia, M., & Tazaz, A. M. (2017). Effects of a two-year Cognitively Guided Instruction professional development program on first- and second-grade student achievement in mathematics. Presented at the Conference of the Society for Research on Educational Effectiveness, Washington, DC. (abstract) (conference)
Schoen, R. C., LaVenia, M., Tazaz, A. M., & Farina, K. (2017). Replicating the CGI experiment in diverse environments: Effects of year 1 on student mathematics wgiachievement (Research Report No. 2017–01). Tallahassee, FL: Learning Systems Institute, Florida State University.
Schoen, R. C., LaVenia, M., Tazaz, A. M., & Farina, K. (2017). Replicating the CGI experiment in diverse environments: Effects of year 2 on student mathematics achievement (Research Report No. 2017–02). Tallahassee, FL: Learning Systems Institute, Florida State University.
Tazaz, A. M., & Schoen, R. C. (2017). Measuring implementation of the first two years of the Teacher Development Group model for professional development based on CGI (Research Report No. 2017–08). Tallahassee, FL: Learning Systems Institute, Florida State University.
Whitacre, I., Schoen, R. C., Champagne, Z., & Goddard, A. (2017). Relational thinking: What’s the difference? Teaching Children Mathematics, 23(5), 303–308. https://doi.org/10.5951/teacchilmath.23.5.0302
Schoen, R. C., LaVenia, M., Bauduin, C., & Farina, K. (2016). Elementary mathematics student assessment: Measuring the performance of grade 1 and 2 students in counting, word problems, and computation in fall 2013 (Research Report No. 2016–03). Tallahassee, FL: Learning Systems Institute, Florida State University. https://doi.org/10.17125/fsu.1508170543
Schoen, R. C., LaVenia, M., Bauduin, C., & Farina, K. (2016). Elementary mathematics student assessment: Measuring the performance of grade 1 and 2 students in counting, word problems, and computation in fall 2014 (Research Report No. 2016–04). Tallahassee, FL: Learning Systems Institute, Florida State University. https://doi.org/10.17125/fsu.1508174887
Schoen, R. C., LaVenia, M., Champagne, Z., & Farina, K. (2016). Mathematics Performance and Cognition (MPAC) Interview: Measuring first- and second-grade student achievement in number, operations, and equality in spring 2014 (Research Report No. 2016–01). Tallahassee, FL: Learning Systems Institute, Florida State University. https://doi.org/10.17125/fsu.1493238156
Schoen, R. C., LaVenia, M., Champagne, Z., Farina, K., & Tazaz, A. M. (2016). Mathematics Performance and Cognition (MPAC) interview: Measuring first- and second-grade student achievement in number, operations, and equality in spring 2015 (Research Report No. 2016–02). Tallahassee, FL: Learning Systems Institute, Florida State University. https://doi.org/10.17125/fsu.1493238666
Gadge, U., Zhang, Q., & Secada, W. (2016a). Coding manual: Curriculum content coverage. Coral Gables, FL: University of Miami.
Gadge, U., Zhang, Q., & Secada, W. (2016b). Coding manual: Teaching practices (Year 1). Coral Gables, FL: University of Miami.
Sahin, N. (2015). The effect of cognitively guided instruction on students’ problem solving strategies and the effect of students’ use of strategies on their mathematics achievement(Doctoral dissertation). University of Central Florida, Orlando, FL. http://stars.library.ucf.edu/etd/1303
Schoen, R. C. & Tazaz, A. M. (2019, June). Impact of cognitively guided instruction on Florida teachers, students, and schools: 2013–present. . Presented at the Research Presession for the Cognitively Guided Instruction National Biennial Conference, Minneapolis, MN.
Schoen, R. C., Kisa, Z., & Tazaz, A. M. (2019, March). Beyond the horizon: Examining the associations among professional development, teachers’ subject-matter knowledge, and student achievement. Paper presented at the spring conference of the Society for Research in Educational Effectiveness, Washington, DC.
Li, Y., Rhoads, C., & Schoen, R. C. (2019, March). Understanding the within school selection process for the purpose of generalizing from RCTs—a case study. Paper presented at the spring conference of the Society for Research in Educational Effectiveness, Washington, DC.
Schoen, R. C. (2019, February). A Web-based platform for measuring elementary teachers’ mathematical knowledge for teaching. Presented at the annual conference of the Florida Distance Learning Association and the Florida Association of Mathematics Teacher Educators, Orlando, FL.
Schoen, R. C. (2019, January). Learning from three randomized trials of Cognitively Guided Instruction in Florida. Presented at the annual IES principal investigators meeting, Washington, DC.
Schoen, R. C., Tazaz, A. M., & Levi, L. (2017, June). Replicating the CGI experiment: Description of a professional development model and results of recent randomized controlled trials. Presented at the Cognitively Guided Instruction 9th Biennial National Conference, University of Washington, Seattle, WA.
Schoen, R.C., Lavenia, M., & Tazaz, A. (2017, March). Effects of a two-year Cognitively Guided Instruction professional development program on first- and second-grade student achievement in mathematics. . Paper presented at the spring conference of the Society for Research in Educational Effectiveness, Washington, DC.
Secada, W., Gadge, U., LaVenia, M., & Iuhasz-Velez, N. (2016, December). The initial effects of Cognitively Guided Instruction (CGI) on arithmetic content coverage in first- and second-grade classrooms. Poster presented at the IES Principal Investigators’ Meeting, Washington, DC.
Epling, E., & Boyd-Marks, S. (2016, October). Using open number lines to promote flexible thinking for addition and subtraction. Paper presented at the Florida Council for Teaching and Mathematics (FCTM) Annual Meeting, Orlando, FL.
Bauduin, C., Champagne, Z., & Bray, W. (2016, April). The equals sign… It’s more complicated than we think! Presented at the National Council of Teachers of Mathematics Annual Meeting, San Francisco, CA.
Bray, W. S., & Schoen, R. C. (2016, April). Measuring primary grades teachers’ mathematical knowledge for teaching. . Paper presented at the annual research conference of the National Council of Teachers of Mathematics, San Francisco, CA.
Ganley, C. M., Schoen, R. C., LaVenia, M., Tazaz, A., & Razzouk, R. (2016, April). Exploring relations between teacher math anxiety and other teacher characteristics. . Paper presented at the annual conference of the American Educational Research Association, Washington, DC.
Secada, W., Gadge, U., LaVenia, M., and Iuhasz-Velez, N. (2016, December). The Initial Effects of Cognitively Guided Instruction (CGI) on Arithmetic Content Coverage in First- and Second-Grade Classrooms. . Poster session presented at the annual IES principal investigators meeting, Washington, DC.
Bray, W., & Schoen, R. C. (2016, April). Measuring primary grades teachers’ mathematical knowledge for teaching. Presented at the National Council of Teachers of Mathematics Annual Meeting, San Francisco, CA.
Bray, W., Bauduin, C., & Tazaz, A. M. (2016, April). Kids can do it! Expanding early problem solving opportunities. Presented at the National Council of Teachers of Mathematics Annual Meeting, San Francisco, CA.
Champagne, Z. M., Schoen, R. C., & Tazaz, A. M. (2016, April). What’s the difference? Two important ways to think about subtraction. Presented at the National Council of Teachers of Mathematics Annual Meeting, San Francisco, CA.
Childs, K. J., Sutherland, M., Sahin, N., Gault, R., & Dixon, J. K. (2016, April). Examining an instrument for assessing primary grades mathematics classrooms. Presented at the National Council of Teachers of Mathematics Annual Research Conference, San Francisco, CA.
Childs, K. J., Dixon, J. K., Campbell-Sutherland, M., & Bai, H. (2016, February). Examining an instrument designed to measure the quality of instruction. Presented at the 43rd Annual Conference of the Research Council on Mathematics Learning, Orlando, FL.
Sahin, N., & Dixon, J. K. (2016, February). Association between students’ strategy use and their math achievement. Presented at the 43rd Annual Conference of the Research Council on Mathematics Learning, Orlando, FL.
Bauduin, C., Bray, W., & Schoen, R. C. (2016, January). Bridging professional development and practice through structured weekly math meetings. Presented at the Association of Mathematics Teacher Educators Annual Conference, Irvine, CA.
Bray, W., Tazaz, A. M., & Bauduin, C. (2015, December). Beyond addition and subtraction: Expanding problem-solving in the early grades. Invited oral presentation presented at the FCR-STEM Meeting, Orlando, FL.
Schoen, R. C., LaVenia, M., & Tazaz, A. M. (2015, December). Measuring early elementary teachers’ knowledge and beliefs about mathematics teaching and learning. Poster presented at the 2015 Institute of Education Sciences (IES) Principal Investigators Meeting, Washington, DC.
Schoen, R. C., Champagne, Z., & Whitacre, I. (2015, November). Re-examining the validity of word problem taxonomies in the Common Core era. Poster presented at the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, East Lansing, MI.
Bauduin, C., Schoen, R. C., & Tazaz, A. M. (2015, October). Students’ interpretation of the equal sign. Presented at the Florida Council of Teachers of Mathematics (FCTM) Annual Meeting, Orlando, FL.
Dimery, G., & May, S. W. (2015, October). Foundations of fractions: The importance of equal sharing problems. Presented at the Florida Council of Teachers of Mathematics (FCTM) Annual Meeting, Orlando, FL. (Participating teachers’ presentation).
Schoen, R. C. (2015, October). Mathematical equality in the Florida standards. Presented at the Florida Association of Mathematics Supervisors Annual Conference, Orlando, FL.
Roque, W., Tyler, R., & Wiltz, D. (2015, October). Introducing multiplication in the lower elementary grades. Presented at the Florida Council of Teachers of Mathematics (FCTM) Annual Meeting, Orlando, FL. (Participating teachers’ presentation).
Whitacre, I., Schoen, R. C., & Champagne, Z. (2015, October). What’s the difference? Thinking about subtraction as take away and distance. Presented at the Florida Council of Teachers of Mathematics (FCTM) Annual Meeting, Orlando, FL.
Schoen, R. C., Secada, W., & Tazaz, A. M. (2015, June). Results after the first year of a randomized-controlled trial of CGI. Presented at the Cognitively Guided Instruction 8th Biennial National Mathematics Conference, Los Angeles, CA.
Bray, W., Schoen, R. C., Nielsen, L., Wolfe, C., & Tazaz, A. M. (2015, February). Developing a measure of mathematical knowledge for teaching for primary grades teachers. Presented at the Annual Conference of the Association of Mathematics Teacher Educators, Orlando, FL. https://amte.net/sites/default/files/19thamteconf_program_online.pdf
Schoen, R. C., Dixon, J. K., Tazaz, A. M., & Childs, K. J. (2015, February). Investigating associations among professional development, mathematical knowledge for teaching, and pedagogical content beliefs. Presented at the Annual Conference of the Association of Mathematics Teacher Educators, Orlando, FL. https://amte.net/sites/default/files/19thamteconf_program_online.pdf
Whitacre, I., Champagne, Z., Goddard, A., & Schoen, R. C. (2014, October). What’s the difference? Exploring relational thinking about subtraction. Presented at the 62nd Annual FCTM State Conference, Palm Harbor, FL. http://fctm.net/wp-content/uploads/2016/11/2014-FCTM-Conference-Program.pdf
Schoen, R. C. (2013, July). Does CGI Work? Evaluating the efficacy of a two-year model of CGI professional development. Presented at the 7th Biennial Cognitively Guided Instruction National Conference, Des Moines, IA.
Schoen, R. C., Tazaz, A. M., & Brooks, L. (2013, July). Studying the effects of CGI professional development on teachers and students. Invited oral presentation presented at the Cognitively Guided Instruction 7th Biennial National Mathematics Conference, Des Moines, IA.
Bauduin, C., Schoen, R. C., & Champagne, Z. (2013, April). The equals sign: It’s a relation, not a command! Presented at the National Council of Teachers of Mathematics Annual Meeting, Denver, CO.