Universal Journal of Educational Research Vol. 4(11), pp. 2551 - 2567
DOI: 10.13189/ujer.2016.041108
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Changes in One Teacher's Proportional Reasoning Instruction after Participating in a CGI Professional Development Workshop

Jessica A. de la Cruz ^*
Department of Education, Assumption College, United States

ABSTRACT

This study examined how one teacher used research-based knowledge of how adolescents think about proportions. Observations, interviews, document collection, and a workshop intervention were utilized. The design of the workshop was inspired by the cognitively guided instruction studies and its purpose was to explore the research findings on adolescents' thinking about proportions. An individual case study was created to describe the teacher's instruction related to proportion concepts, rationales for instructional decisions, beliefs, and changes in all of these areas after participating in the workshop intervention. The case presented here shows positive changes in the teacher's instruction and beliefs after the workshop.

KEYWORDS
Professional Development, Teacher Change, Cognitively Guided Instruction, Instructional Decisions

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Jessica A. de la Cruz , "Changes in One Teacher's Proportional Reasoning Instruction after Participating in a CGI Professional Development Workshop," Universal Journal of Educational Research, Vol. 4, No. 11, pp. 2551 - 2567, 2016. DOI: 10.13189/ujer.2016.041108.

(b). APA Format:
Jessica A. de la Cruz (2016). Changes in One Teacher's Proportional Reasoning Instruction after Participating in a CGI Professional Development Workshop. Universal Journal of Educational Research, 4(11), 2551 - 2567. DOI: 10.13189/ujer.2016.041108.