| 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. |
