An International Comparison of K-12 Computer Science Education Intended and Enacted Curricula

Falkner, Katrina; Sentance, Sue; Vivian, Rebecca; Barksdale, Sarah; Busuttil, Leonard; Cole, Elizabeth; Liebe, Christine; Maiorana, Francesco; McGill, Monica M.; Quille, Keith

doi:10.1145/3364510.3364517

Cited by 54 publications

(30 citation statements)

References 44 publications

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“…In addition the study found the intervention had differing affects on student cohorts clustered by performance (which agrees with the literature [48]). This effect could be compounded, with a new upper second level computer science curriculum in Ireland [40] and internationally [11][12][13], where students may enter the course with formal prior performance, and as it is an optional subject, many students may still be entering the courses with little to no prior experience, creating a larger than seen before divide.…”

Section: Resultsmentioning

confidence: 99%

Promoting a Growth Mindset in CS1: Does One Size Fit All? A Pilot Study

Quille

Bergin

2020

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education

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This paper describes a pilot intervention conducted in CS1, in the academic year of 2016-2017. The intervention was based on the work of Dweck, promoting a growth Mindset in an effort to increase performance in introductory programming. The study also examined data from a previous year (as a control group) to compare and contrast the results. Multiple factors related to programming performance were recorded with the control and treatment group, which were measured at multiple intervals throughout the course, to monitor changes as the pilot intervention was implemented. This study found a significant increase in programming performance when the intervention was deployed. However, although performance increased for the treatment group, the average Mindset did not significantly change towards a growth Mindset (replicating the findings of Cutts et al, 2010). To further explore this finding, a preliminary deeper investigation using k-means clustering was carried out. The investigation found that the intervention promoted a growth Mindset for some student profiles and a fixed Mindset for others. This finding is important for educators considering intervention development or implementation of Mindset, and demonstrates that a Mindset intervention may not be suitable for all learners. CCS CONCEPTS • Social and professional topics → Computer science education; CS1.

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Section: Resultsmentioning

confidence: 99%

Promoting a Growth Mindset in CS1: Does One Size Fit All? A Pilot Study

Quille

Bergin

2020

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education

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“…[60], [61]) and degree accreditation [51], [62]. When establishing a model for viewing computer science education initiatives, it is apparent that there is substantial diversity between education systems -from formal school curricula through to tertiary education, as well as wider education policy and funding -and this can create obstacles when trying to understand progress made in one country and potentially replicate it in another [63], [64]. This is particularly relevant to the devolved (and diverging) educational systems of the UK, as well as the variety of its disparate interventions, especially formal curricula and post-compulsory/tertiary education.…”

Section: Future Work and Replicabilitymentioning

confidence: 99%

The Institute of Coding: A University-Industry Collaboration to Address the UK’s Digital Skills Crisis

Davenport

Crick

Hourizi

2020

2020 IEEE Global Engineering Education Conference (EDUCON)

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“…Only England, Italy and Scotland show a positive CS self-esteem (negative values correspond to a positive CS self-esteem). While further work is required to unpack this finding, the differences could be due to each country's intended and enacted curriculum [19].…”

Section: Countrymentioning

confidence: 99%

An International Pilot Study of K-12 Teachers' Computer Science Self-Esteem

Vivian

Quille

McGill

et al. 2020

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education

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Computer Science (CS) is a new subject area for many K-12 teachers around the world, requiring new disciplinary knowledge and skills. Teacher social-behavioral factors (e.g. self-esteem) have been found to impact learning and teaching, and a key part of CS curriculum implementation will need to ensure teachers feel confident to deliver CS. However, studies about CS teacher self-esteem are lacking. This paper presents an analysis of publicly available data (n=219) from a pilot study using a Teacher CS Self-Esteem scale. Analysis revealed significant differences, including 1) females reported significantly lower CS self-esteem than males, 2) primary teachers reported lower levels of CS self-esteem than secondary teachers, 3) those with no CS teaching experience reported significantly lower CS self-esteem, 4) teachers with 0-3 years experience had a negative CS self-esteem, but after four years, teachers had a positive CS self-esteem, and 5) teachers who lived further from metropolitan areas and in some countries reported lower CS self-esteem. These initial findings suggest a pressing need for future research to look further into teacher CS self-esteem to inform teacher CS professional development.

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An International Comparison of K-12 Computer Science Education Intended and Enacted Curricula

Abstract: This paper presents an international study of K-12 Computer Science implementation across

Cited by 54 publications

References 44 publications

Promoting a Growth Mindset in CS1: Does One Size Fit All? A Pilot Study

Promoting a Growth Mindset in CS1: Does One Size Fit All? A Pilot Study

The Institute of Coding: A University-Industry Collaboration to Address the UK’s Digital Skills Crisis

An International Pilot Study of K-12 Teachers' Computer Science Self-Esteem

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