id: 06539000
dt: j
an: 2016b.00370
au: Baker, Katherine; Harter, Meghan Evelynne
ti: A living metaphor of differentiation: a meta-ethnography of cognitively
    guided instruction in the elementary classroom.
so: J. Math. Educ. Teach. Coll. 6, No. 2, 27-35 (2015).
py: 2015
pu: Teachers College (TC), Columbia University, New York, NY
la: EN
cc: D42 C32
ut: primary education; teaching; research; cognitively guided instruction;
    student-centric differentiation; meta-ethnography; student-centric
    instructional model; instructional modes; teaching methods;
    student-centered pacing; knowledge; learning; educational diagnosis
ci: 
li: http://journals.tc-library.org/index.php/matheducation/article/view/1137/702
ab: Summary: This meta-ethnography explores qualitative studies around the
    Cognitively Guided Instruction (CGI) framework of mathematics and
    illustrates how CGI epitomizes differentiation. The meta-ethnographic
    process is used to synthesize CGI as differentiation, specifically
    within the elementary mathematics classroom. Thomas P. Carpenter is
    credited as one of the foundational researchers of this instructional
    model, along with his team of Fennema, Franke, Levi, and Empson. Six
    qualitative pieces from this author group are synthesized to create a
    reciprocal translation, described by {\it D. W. Noblit} and {\it R. D.
    Hare} [Meta-ethnography. Synthesizing qualitative studies. Newbury
    Park, CA: Sage (1988)] as a generation of a metaphor across similar
    studies. In this case, the pieces work together to form a metaphor of
    differentiation across the themes of student-centered pacing,
    alternative forms of assessment and teacher scaffolding.
rv: