Conducting Mail and Internet Surveys

Vaux, Alan; Briggs, Chad S.

doi:10.4135/9781412976626.n13

Cited by 13 publications

(12 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The return rate for the computer science professors was 20.0% (n 1 = 24 valid questionnaires of 32 returned questionnaires), which can be considered reasonable for a postal survey (see Vaux & Briggs, 2005). The return rate for the computer science teachers was 14.2% (n 2 = 17 valid questionnaires of 33 returned questionnaires).…”

Section: Return Ratementioning

confidence: 77%

Central Computer Science Concepts to Research-Based Teacher Training in Computer Science: An Experimental Study

Zendler

Klaudt

2012

Journal of Educational Computing Research

View full text Add to dashboard Cite

The significance of computer science for economics and society is undisputed. In particular, computer science is acknowledged to play a key role in schools (e.g., by opening multiple career paths). The provision of effective computer science education in schools is dependent on teachers who are able to properly represent the discipline and whose in-depth knowledge of the subject encompasses recent advances in the research. This article examines the assessment of content and process concepts relevant for K-12 computer science education by computer science teachers and computer science professors. The findings show that computer science professors attach more importance to content concepts of computer science (e.g., algorithm, model, system) in terms of several process concepts (e.g., analyzing, problem solving, investigating) than computer science teachers. These results should be taken into account by training programs for both pre-service and in-service teachers of computer science.

show abstract

Section: Return Ratementioning

confidence: 77%

Central Computer Science Concepts to Research-Based Teacher Training in Computer Science: An Experimental Study

Zendler

Klaudt

2012

Journal of Educational Computing Research

View full text Add to dashboard Cite

show abstract

“…To maximize the return rate, we mailed both samples the questionnaires in sealed, personalized envelopes, enclosing a pre-addressed return envelope franked with stamps showing flower designs (see Dillman, 2000) for recommendations on increasing return rates. The return rate for the German professors of computer science was 20.0 percent (n 1 ¼ 24 valid questionnaires of 32 returned questionnaires), which can be considered reasonable for a postal survey (see Vaux and Briggs, 2005). The return rate for the US professors of computer science was 12.5 percent (n 2 ¼ valid questionnaires of 16 returned questionnaires).…”

Section: Methodsmentioning

confidence: 84%

A cross-cultural comparison of concepts in computer science education

Zendler

McClung

Klaudt

2015

The International Journal of Information and Learning Technology

View full text Add to dashboard Cite

Purpose -The development of a K-12 computer science curriculum based on constructivist principles needs to be informed by knowledge of content and process concepts that are central to the discipline of computer science. The paper aims to discuss this issue. Design/methodology/approach -Taking a cross-cultural approach and using an experimental design (a SPF-2•15×16 split-plot design), this study compares the combinations of content and process concepts identified as important in Germany with those considered relevant in the US context. Findings -First, the combinations of content and process concepts identified in the German context can be generalized to the US context. Second, it is possible to identify combinations of content and process concepts in the US context that are also important in the German context. Third, content and process concepts identified in the two contexts can be integrated to generate a broader perspective that is valid for both contexts. Practical implications -The results can be used for consolidating available curricular drafts for computer science as a teaching subject at school of the type available in many. The present findings are of great relevance for research-based approaches to the pre-and in-service education of computer science teachers. The methodological approach taken is important in efforts to consolidate curricular models of computer science education, as have been initiated by the Bologna process in Europe and by the organizations Association for Computing Machinery, Association for Information Systems, and Institute of Electrical and Electronic Engineers-Computer Society in the USA. Originality/value -Results show that competence areas of central concepts identified in the two contexts can be integrated to generate a broader perspective that is valid for both contexts.

show abstract

“…The return rate was 23.3 % (N =28 completed questionnaires of 31 received questionnaires), which can be regarded as a normal rate for surveys conducted by post (cf. Vaux & Briggs, 2005).…”

Section: Methodsmentioning

confidence: 99%

English Teachers Assess Instructional Methods Supporting Knowledge Processes

Zendler¹

2018

IJELE

View full text Add to dashboard Cite

Answers to the questions of which instructional methods are suitable for school, which instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This article focuses on the empirical examination of instructional methods supporting knowledge processes in the act of learning. A survey was conducted in which English teachers evaluated 20 instructional methods in regard to the following knowledge processes: build, process, apply, transfer, assess and integrate. The results of the study demonstrate that certain instructional methods are especially predestined for the English classroom: project work, jigsaw, problem-based learning, learning tasks, learning stations, presentation, learning by teaching, discovery learning, and role-play.

show abstract

Conducting Mail and Internet Surveys

Cited by 13 publications

References 0 publications

Central Computer Science Concepts to Research-Based Teacher Training in Computer Science: An Experimental Study

Central Computer Science Concepts to Research-Based Teacher Training in Computer Science: An Experimental Study

A cross-cultural comparison of concepts in computer science education

English Teachers Assess Instructional Methods Supporting Knowledge Processes

Contact Info

Product

Resources

About