The Effects of Cognitively Guided Instruction on Gender Differences in How Teachers Support Student Agency

• In Event: Developing Equity-Oriented Educators

Abstract

Student agency—the ability to decide and manage what and how to learn—is essential for their math learning. Cognitively Guided Instruction (CGI) may support the development of student agency. Yet without research on this possibility, educators do not know whether male and female students receive equal support from teachers. This study investigated the effects of CGI on the practices that support the development of student agency and the extent of student-gender differences in how CGI versus non-CGI teachers support it, based on 47 one-hour videos of elementary teachers’ math classes. Results found treatment (CGI vs control) and student-gender (males vs females) differences in supporting student agency; CGI’s effectiveness in closing the gap between boy and girls was not significant.

Authors

• Changzhao Wang, University of Miami

• Walter G. Secada, University of Miami

• Hua Ran, University of Miami