Expanding computer science education in schools: understanding teacher experiences and challenges

Yadav, Aman; Gretter, Sarah; Hambrusch, Susanne E.; Sands, Phil

doi:10.1080/08993408.2016.1257418

Cited by 215 publications

(148 citation statements)

References 28 publications

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“…Once that aim is met, the expectation is that teachers would themselves enter into largescale production of materials. Indeed this issue was discussed often, and echoes findings from other CS teacher studies (Yadav et al, 2016 ).…”

Section: Discussionsupporting

confidence: 62%

“…The provision of professional learning in small teacherled groups that meet regularly, as opposed to oneoff fullday or multiday professional development events, is recognised as best practice (Wilson & Berne, 1999 ). For example, a national report into teacher development in Scotland recommended this approach (Donaldson, 2011 ), as well as a study into CS teacher professional development needs (Yadav, Gretter, Hambrusch, & Sands, 2016 ). One existing model for developing these groups is the Disciplinary Commons, which promotes learning through rich dialogue between a group of practitioners, based on their teaching experience and artefacts brought from classrooms (Tenenberg & Fincher, 2007 ).…”

Section: Professional Learning For Teachersmentioning

confidence: 99%

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An evaluation of a professional learning network for computer science teachers

Cutts

Robertson

Donaldson

et al. 2017

Computer Science Education

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This paper describes and evaluates aspects of a professional development programme for existing CS teachers in secondary schools (PLAN C) which was designed to support teachers at a time of substantial curricular change. The paper's particular focus is on the formation of a teacher professional development network across several hundred teachers and a wide geographical area.Evidence from a series of observations and teacher surveys over a twoyear period is analysed with respect to the project's programme theory in order to illustrate not only whether it worked as intended, by why. Results indicate that the PLAN C design has been successful in increasing teachers' professional confidence and appears to have catalysed powerful change in attitudes to learning. Presentation of challenging pedagogical content knowledge and conceptual frameworks, highquality teacherled professional dialogue, along with the space for reflection and classroom trials, triggered examination of the teachers' own current practices. a,, * b c d a b c d * 4/26/2017 Taylor&Francis | e.Proofing

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Section: Discussionsupporting

confidence: 62%

Section: Professional Learning For Teachersmentioning

confidence: 99%

An evaluation of a professional learning network for computer science teachers

Cutts

Robertson

Donaldson

et al. 2017

Computer Science Education

View full text Add to dashboard Cite

show abstract

“…The demand for professional programmers, the interest in majoring in CS in college, and the general push by parents and policy makers for K-12 offerings in computer science have all increased (Yadav, 2016;Strickland, 2014;Taylor & Miller, 2015). In the meantime, many secondary CS teachers are currently undertrained, with limited teacher preparation for teaching pre-college computer science in the United States (Yadav, 2016). Despite the scarcity of resources, students have pursued self-teaching through innovative channels such as Code Academy, Dev…”

Section: Discussionmentioning

confidence: 99%

“Cowboy” and “Cowgirl” Programming: The Effects of Precollege Programming Experiences on Success in College Computer Science

Chen

Jeckel²,

Sonnert

et al. 2019

IJCSES

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This study examines the relationship between students' pre-college experience with computers and their later success in introductory computer science classes in college. Data were drawn from a nationally representative sample of 10,197 students enrolled in computer science at 118 colleges and universities in the United States. We found that students taking introductory college computer science classes who had programmed on their own prior to college had a more positive attitude toward computer science, lower odds of dropping out, and earned higher grades, compared with students who had learned to program in a pre-college class, but had never programmed on own, or those who had never learned programming before college. Moreover, nearly half of the effect on final grades was mediated by a positive attitude toward computing.

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“…Therefore, the imperative to develop such a model that can help define the key elements of competency of programming teachers must be duly addressed (Nor Masharah, Muhammad Modi, & Sulaiman, 2017). Undisputedly, the preparation of competent programming teachers is a challenging task, given the many training issues that have to be addressed (Yadav, Gretter, Hambrusch, & Sands, 2016). Many scholars assert that programming teachers need to improve not only their content knowledge but also their teaching skills, with which they will be able to teach programming subject more effectively and efficiently.…”

Section: Introductionmentioning

confidence: 99%

Modelling Of Pck Competency Of Programming Teachers Through Fuzzy Delphi Method (Fdm)

Husain¹

2018

The European Proceedings of Social and Behavioural Sciences

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It is not surprising to hear secondary school students and undergraduates incessantly complaining about their difficulties in learning programming. Obviously, such difficulties may be attributed to a myriad of factors. As such, this entails examining programming teachers' competency in teaching the subject matter. The objective of this study is to explore and validate the elements of pedagogical and content knowledge (PCK) competency of programming teachers. In this research, the researchers first reviewed the current literature and a needs analysis study to explore potential elements of competency of programming teachers. Then, the researchers carried out a survey involving 22 academic members to elicit their opinions on such competency elements. Finally, the researchers performed the Fuzzy Delphi Method to validate the experts' opinions. The validation analysis highlighted 23 elements of competency, with all attaining threshold (d) values of less than 0.2 and percentages of agreement of more than 75%. Effectively, these findings strongly suggest that the validity of such elements of competency of programming teachers is high, with which a model of competent programming teachers could be developed. With such a model, programming teachers would be able to select and apply appropriate teaching strategies to help them teach programming to their students more effectively

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Expanding computer science education in schools: understanding teacher experiences and challenges

Cited by 215 publications

References 28 publications

An evaluation of a professional learning network for computer science teachers

An evaluation of a professional learning network for computer science teachers

“Cowboy” and “Cowgirl” Programming: The Effects of Precollege Programming Experiences on Success in College Computer Science

Modelling Of Pck Competency Of Programming Teachers Through Fuzzy Delphi Method (Fdm)

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