This project is an extension of Cognitively Guided Instruction (CGI) to Grades 1-3, to the content domains identified in the NCTM Standards for those grades, to multicultural populations, and to preservice education programs. Outcomes include a pre- and inservice teacher education program. Research outcomes include knowledge about how teachers use knowledge about children's thinking; how classrooms are structured when teachers have CGI knowledge; and how teachers' beliefs and knowledge influence their instruction and their children's learning. Knowledge will be gathered about the impact of CGI on preservice teachers' knowledge of children's thinking and its use during their first year teaching. At the University of Wisconsin (Site I), a longitudinal study of grades 1-3 will be implemented and the preservice work will be initiated. At the University of Maryland (Site II), CGI will be implemented and studied in multicultural schools. At both sites during the first year, teachers and children will be identified; baseline data about their knowledge and beliefs will be gathered; materials will be developed to give teachers access to knowledge about children's thinking; and work with teachers will begin. At Site I during the next three years, a longitudianl study will investigate the development of teachers' knowledge and beliefs, its impact on instruction and on learning. At Site II, CGI (as defined by addition/subtraction) will be taught to a group of teachers during Year I and its impact on the teachers and their children will be assessed during Year II. At Site I, participating preservice institutions will be identified during Year I. During Year 2, educators will receive CGI knowledge and they will implement it in their preservice programs during Years 3 & 4 and teachers who graduated from these programs will be studied. During the last year, the research will be reported and the revision of the workshop materials will be completed. This project is jointly funded by the Division of Materials Development, Research and Informal Science Education and the Division of Teacher Preparation and Enhancement.
