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Full-Text Articles in Education

Teaching K-6 Computer Science: Teacher And Student Attitudes And Self-Efficacy, Stacie Lee Mason Dec 2019

Teaching K-6 Computer Science: Teacher And Student Attitudes And Self-Efficacy, Stacie Lee Mason

Theses and Dissertations

This article-format dissertation addresses elementary student and teacher attitudes and self-efficacy for computer science. The first article (Mason & Rich, in press) describes what the literature says about preservice and inservice training to help K-6 teachers increase knowledge and self-efficacy to teach computer science. The second article (Mason, West, & Leary, under review) describes an effort to provide training for local elementary school teachers to teach computational thinking with robots. The third article (Mason & Rich, under review) describes how we developed and validated an instrument to assess K-8 students' coding attitudes and beliefs, including perceived self-efficacy, interest, utility value, gender stereotypes, cultural ...


The School Of Engineering And Computer Science Class Of 2019 Computer Science Academic Celebration, Cedarville University May 2019

The School Of Engineering And Computer Science Class Of 2019 Computer Science Academic Celebration, Cedarville University

Engineering and Computer Science Academic Celebrations

No abstract provided.


A Case Study On Elementary Teachers’ Experiences Teaching Computer Science, Steve T. Kong May 2019

A Case Study On Elementary Teachers’ Experiences Teaching Computer Science, Steve T. Kong

CUP Ed.D. Dissertations

Computer science is an academic discipline that provides a new foundational skill for all students. The discipline helps students develop critical thinking skills and teaches students how to move beyond merely using technology to becoming creators. The importance of computer science has been recognized across the country as states are working to train staff, adopt standards, and create implementation plans. As the demand for computer science learning opportunities increase, elementary teachers need the necessary supports to help ensure equitable access for all students. The purpose of this qualitative case study was to gain an understanding elementary teachers’ experiences teaching computer ...


The Effects Of Incorporating Coding On Student Experience And Understanding Of Middle School Mathematical Concepts, Ashley Tewes May 2019

The Effects Of Incorporating Coding On Student Experience And Understanding Of Middle School Mathematical Concepts, Ashley Tewes

Masters of Arts in Education Action Research Papers

The purpose of this action research project was to study the effects of incorporating coding into a middle school math classroom on student experience with and understanding of mathematical concepts. The project used five data sources to examine these effects. Two of the data sources were used to examine the effects on student experience; 1) a survey to gauge student perception and 2) a chart to measure student engagement by tracking their time on task. Three of the data sources were used to examine the effects on student understanding; 1) a pre-assessment given before the coding project, 2) a post-assessment ...


Elementary Teacher Professional Development For Computer Science And Digital Game-Based Learning, Christopher Levy Apr 2019

Elementary Teacher Professional Development For Computer Science And Digital Game-Based Learning, Christopher Levy

CUP Ed.D. Dissertations

The purpose of this qualitative case study research is to understand the professional development needed for elementary school (Grades K–6) educators to effectively teach computer science as part of the Computer Science for All initiative. Two research statements guided this study: Professional development training is needed for Florida elementary school educators to effectively teach the topics in the Computer Science for All initiative; Florida elementary school educators use digital game-based learning to effectively teach the topics in the Computer Science for All initiative. The sample was a purposeful sample consisting of 15 elementary school teachers at an elementary school ...


Interview Of Stephen Andrilli, Ph.D., Stephen Francis Andrilli Ph.D., Jane Highley Apr 2019

Interview Of Stephen Andrilli, Ph.D., Stephen Francis Andrilli Ph.D., Jane Highley

All Oral Histories

Stephen Francis Andrilli was born in August 1952 in Bryn Mawr, PA. He was born to Francis and Leatrice Andrilli. Dr. Andrilli is the oldest of four children; his three sisters are Carol (now Carol Strosser), Patricia (now Patricia Kempczynski), and Barbara (now Barbara Parkes). Aside from a few years of living in Gettysburg, Dr. Andrilli has lived in the Philadelphia area for most of his life. He attended St. Jerome School, where he finished 8th grade. He then attended LaSalle College High School, where he graduated in 1969 at age 16. He entered La Salle University (formerly La Salle ...


Assessing The Effectiveness Of Computer Science Rpps: The Case Of Cafecs, Erin Henrick, Steven Mcgee, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Don Yanek, Dale F. Reed Feb 2019

Assessing The Effectiveness Of Computer Science Rpps: The Case Of Cafecs, Erin Henrick, Steven Mcgee, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Don Yanek, Dale F. Reed

Computer Science: Faculty Publications and Other Works

Research Practice Partnerships (RPPs) are a relatively

recent development as a potential strategy to address the

complex challenges in computer science education. Consequently,

there is little guidance available for assessing the effectiveness of

RPPs. This paper describes the formative evaluation approach

used to assess the progress of the first year of the formalized RPP,

Chicago Alliance for Equity in Computer Science (CAFE´CS).

This paper contributes to the RPP literature by providing a case

study of how an RPP effectiveness framework can be adapted

and used to inform partnership improvement efforts in computer

science education.


Connecting With Computer Science: Electronic Textile Portfolios As Ideational Identity Resources For High School Students, Mia S. Shaw, Deborah A. Fields, Yasmin B. Kafai Jan 2019

Connecting With Computer Science: Electronic Textile Portfolios As Ideational Identity Resources For High School Students, Mia S. Shaw, Deborah A. Fields, Yasmin B. Kafai

Instructional Technology and Learning Sciences Faculty Publications

The development of student identities—their interests in computer science, perceptions of the discipline, and sense of belonging in the field—is critical for broadening participation of underrepresented groups in computing. This paper reports on the design of portfolios in which two classes of high school students reflected on the process of making electronic textile projects. We examine how students expressed self-authorship in relation to computer science and how the use of reflective portfolios shaped students’ perceptions of computer science. In the discussion we consider how reflective portfolios can serve as ideational resources for computer science identity construction.


Undergraduate Research Experience In Cybersecurity For Underrepresented Students And Students With Limited Research Opportunities, Dazhi Yang, Dianxiang Xu, Jyh-Haw Yeh, Yibo Fan Jan 2019

Undergraduate Research Experience In Cybersecurity For Underrepresented Students And Students With Limited Research Opportunities, Dazhi Yang, Dianxiang Xu, Jyh-Haw Yeh, Yibo Fan

Educational Technology Faculty Publications and Presentations

Undergraduate research opportunities have expanded from elite universities in the United States to universities and learning institutions of all ranks and sizes. Research studies have showed some positive outcomes of the research experience for undergraduates (REU), such as enhanced research skills and competencies. However, with the widespread implementation of REU programs across the country, there are some serious and challenging issues, such as fierce competition among students for limited participation opportunities and a overlooking of underrepresented students’ needs. This study reported a nine-week REU Site program in cybersecurity designed for underrepresented students (women and minorities) and participants from institutions with ...