Cognitively Guided Instruction Teachers' Patterns of Interacting With Male and Female Students During Their First and Second Years of Practice (Poster 17)

• In Event: AERA Poster Session 3
  In Poster Session: Division C Section 1C: Topics in Mathematics Education (San Diego)

Abstract

The study explores how teachers who experienced cognitively guided instruction (CGI) professional development changed their interactions with male and female students after practicing CGI. We used interaction analysis to analyze 26 videos, two per each of 13 teachers. In Year-1 teachers tended to over-attend to boys during two kinds of interactions, (a) one-to-one and (b) whole group interactions. In Year-2, noticeable shifts occurred: (a) during one-to-one interactions, teachers distributed their attention to boys and girls in more balanced patterns than during the previous year; (b) during whole group interactions, teachers balanced how often they asked boys and girls to share. Micro-analysis suggests that both shifts coincided with teachers’ adapting their teaching to be more aligned with CGI principles of instruction.

Authors

• Maria Kolovou, University of Miami

• Hua Ran, University of Miami

• Walter G. Secada, University of Miami