Document Type

Article

Publication Date

2016

Published In

Universal Journal of Educational Research

Keywords

Professional development, Teacher change, Cognitively guided instruction, Instructional decisions

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.

DOI

10.13189/ujer.2016.041108

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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