Journal of computer science integration最新文献_第2页

Teachers’ Engagement and Self-Efficacy in a PK–12 Computer Science Teacher Virtual Community of Practice PK-12计算机科学教师虚拟实践社区中教师的敬业度与自我效能感

Journal of computer science integration Pub Date : 2021-10-08 DOI: 10.26716/jcsi.2021.10.8.34

Robert Schwarzhaupt, Joseph P. Wilson, Fanny K. F. Lee, Melissa Raspberry

{"title":"Teachers’ Engagement and Self-Efficacy in a PK–12 Computer Science Teacher Virtual Community of Practice","authors":"Robert Schwarzhaupt, Joseph P. Wilson, Fanny K. F. Lee, Melissa Raspberry","doi":"10.26716/jcsi.2021.10.8.34","DOIUrl":"https://doi.org/10.26716/jcsi.2021.10.8.34","url":null,"abstract":"Prekindergarten to 12th-grade teachers of computer science (CS) face many challenges, including isolation, limited CS professional development resources, and low levels of CS teaching self-efficacy that could be mitigated through communities of practice (CoPs). This study used survey data from 420 PK–12 CS teacher members of a virtual CoP, CS for All Teachers, to examine the needs of these teachers and how CS teaching self-efficacy, community engagement, and sharing behaviors vary by teachers’ instructional experiences and school levels taught. Results show that CS teachers primarily join the CoP to gain high-quality pedagogical, assessment, and instructional resources. The study also found that teachers with more CS teaching experience have higher levels of self-efficacy and are more likely to share resources than teachers with less CS teaching experience. Moreover, teachers who instruct students at higher grade levels (middle and high school) have higher levels of CS teaching self-efficacy than do teachers who instruct lower grade levels (elementary school). These results suggest that CoPs can help CS teachers expand their professional networks, gain more professional development resources, and increase CS teaching self-efficacy by creating personalized experiences that consider teaching experience and grade levels taught when guiding teachers to relevant content. This study lays the foundation for future explorations of how CS education–focused CoPs could support the expansion of CS education in PK–12 schools.","PeriodicalId":73688,"journal":{"name":"Journal of computer science integration","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46184513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Preparing School Leaders to Advance Equity in Computer Science Education 培养学校领导促进计算机科学教育公平

Journal of computer science integration Pub Date : 2021-10-08 DOI: 10.26716/jcsi.2021.10.8.33

Julie Flapan, Jean J. Ryoo, Roxana Hadad, J. Knudson

{"title":"Preparing School Leaders to Advance Equity in Computer Science Education","authors":"Julie Flapan, Jean J. Ryoo, Roxana Hadad, J. Knudson","doi":"10.26716/jcsi.2021.10.8.33","DOIUrl":"https://doi.org/10.26716/jcsi.2021.10.8.33","url":null,"abstract":"Background and Context: Most large-scale statewide initiatives of the Computer Science for All (CS for All) movement have focused on the classroom level. Critical questions remain about building school and district leadership capacity to support teachers while implementing equitable computer science education that is scalable and sustainable. Objective: This statewide research-practice partnership, involving university researchers and school leaders from 14 local education agencies (LEA) from district and county offices, addresses the following research question: What do administrators identify as most helpful for understanding issues related to equitable computer science implementation when engaging with a guide and workshop we collaboratively developed to help leadership in such efforts? Method: Participant surveys, interviews, and workshop observations were analyzed to understand best practices for professional development supporting educational leaders. Findings: Administrators value computer science professional development resources that: (a) have a clear focus on “equity;” (b) engage with data and examples that deepen understandings of equity; (c) provide networking opportunities; (d) have explicit workshop purpose and activities; and (e) support deeper discussions of computer science implementation challenges through pairing a workshop and a guide. Implications: Utilizing Ishimaru and Galloway’s (2014) framework for equitable leadership practices, this study offers an actionable construct for equitable implementation of computer science including (a) how to build equity leadership and vision; (b) how to enact that vision; and (c) how to scale and sustain that vision. While this construct applies to equitable leadership practices more broadly across all disciplines, we found its application particularly useful when explicitly focused on equity leadership practices in computer science.","PeriodicalId":73688,"journal":{"name":"Journal of computer science integration","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47164524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Engaging Equity Pedagogies in Computer Science Learning Environments. 在计算机科学学习环境中参与公平教学法。

Journal of computer science integration Pub Date : 2020-01-01 DOI: 10.26716/jcsi.2020.03.2.1

Tia C Madkins, Nicol R Howard, Natalie Freed

引用次数: 21

All Advanced Placement (AP) Computer Science is Not Created Equal: A Comparison of AP Computer Science A and Computer Science Principles 所有的高等教育（AP）计算机科学并非生来平等：AP计算机科学A与计算机科学原理的比较

Journal of computer science integration Pub Date : 2019-02-21 DOI: 10.26716/JCSI.2019.02.1.2

Douglas D. Havard, K. Howard

{"title":"All Advanced Placement (AP) Computer Science is Not Created Equal: A Comparison of AP Computer Science A and Computer Science Principles","authors":"Douglas D. Havard, K. Howard","doi":"10.26716/JCSI.2019.02.1.2","DOIUrl":"https://doi.org/10.26716/JCSI.2019.02.1.2","url":null,"abstract":"This article compares the two most prominent courses of Advanced Placement (AP) computer science study offered throughout 9-12 grades in the U.S. The structure, guidelines, components, and exam formats of the traditional AP Computer Science A course and the relatively newer AP Computer Science Principles course were compared to examine differences in content and emphases. A depth-of-learning analysis was conducted employing Bloom’s Revised Taxonomy to examine potential differences in rigor and challenge represented by the two options, particularly as it relates to acquiring computer programming proficiency. Analyses suggest structural differences in both course content and end-of-course exam components likely result in less depth and rigor in the new Computer Science Principles course as compared to the Computer Science A course. A lower minimum standard for learning programming skills in the Computer Science Principles course was observed, making it a less viable option for students looking to acquire skills transferable to future computer science study or employment. The potential implications for students choosing the new course over the traditional offering, as well as for schools opting for the new course as its sole or primary offering are discussed.","PeriodicalId":73688,"journal":{"name":"Journal of computer science integration","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46143136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Advanced Placement (AP) Computer Science Principles: Searching for Equity in a Two-Tiered Solution to Underrepresentation 大学预修课程(AP)计算机科学原理:在代表性不足的两层解决方案中寻找公平

Journal of computer science integration Pub Date : 2019-02-15 DOI: 10.26716/JCSI.2019.02.1.1

K. Howard, Douglas D. Havard

{"title":"Advanced Placement (AP) Computer Science Principles: Searching for Equity in a Two-Tiered Solution to Underrepresentation","authors":"K. Howard, Douglas D. Havard","doi":"10.26716/JCSI.2019.02.1.1","DOIUrl":"https://doi.org/10.26716/JCSI.2019.02.1.1","url":null,"abstract":"The purpose of this research is to examine the relationship between students’ participation in the two high school AP computer science exam options and their selected fields of study once they enter post-secondary education. Two studies using national public-use datasets of participation and performance were conducted. Study 1 compared score distributions for the traditional Computer Science A exam to those of the newer Computer Science Principles exam during its first two years of implementation. In Study 1, Chi-square analyses indicated large differences in performance between the two exams, with the Computer Science Principles scores clustering more around marginal pass rates. Descriptive data indicate that African American, Latino, and female students participated in larger proportions on the new exam, whereas traditionally overrepresented groups are continuing to opt more for the traditional Computer Science A course. In Study 2, logistic regression analyses were conducted on the 2016 second follow-up data collection of the High School Longitudinal Study 2009 (HSLS:09). Those analyses revealed that 11th Grade enrollment in computer science courses that concentrate on computer programming significantly predicted selection of a STEM major as the first declared major after high school. Although students who enrolled in Computer Science A were five times as likely to declare a STEM major, a comparison of the curricula and assessments for the two courses suggests that the Computer Science Principles exam places far less emphasis on programming. The potential implications of the differential foci and emphases of the two courses are discussed.","PeriodicalId":73688,"journal":{"name":"Journal of computer science integration","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44845349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Computational Thinking and Literacy 计算思维与读写能力

Journal of computer science integration Pub Date : 2018-08-24 DOI: 10.26716/JCSI.2018.01.1.1

S. Jacob, M. Warschauer

引用次数: 59

Lessons Learned from a District-Wide Implementation of a Computer Science Initiative in the the District of Columbia Public Schools 哥伦比亚特区公立学校全学区实施计算机科学计划的经验教训

Journal of computer science integration Pub Date : 2018-08-24 DOI: 10.26716/JCSI.2018.01.1.2

K. Anderson, L. Burge, Troy J. Shine, M. Mejias, Ketly Jean-Pierre

引用次数: 1