Name
Abstract | ||
|---|---|---|
This paper reports on an investigative, qualitative case study of the teaching practices of two public high school Computer Science teachers as they teach courses that are fully or partially aligned with the CS Principles framework. One teaches at an urban, high minority STEM school, the other at a middle class suburban school. Ethnographic methods were used to collect data via classroom observations and teacher interviews. Within-case and across-case analyses are presented which characterize the teachers' practices regarding pedagogy, curricula, creative activities, problem-solving activities, and management of social interactions. The findings provide detailed insights regarding the challenges these teachers face and the strategies they use, which may be useful to teachers in a variety of settings at both the high school and college/university levels.
|
Year | DOI | Venue |
|---|---|---|
2016 | 10.1145/2839509.2844630 | SIGCSE '16: The 47th ACM Technical Symposium on Computing Science Education
Memphis
Tennessee
USA
March, 2016 |
Field | DocType | ISBN |
Pair programming,Computer science,POGIL,Curriculum,Pedagogy,Middle class,Multimedia,Ethnography | Conference | 978-1-4503-3685-7 |
Citations | PageRank | References |
3 | 0.41 | 19 |
Authors | ||
3 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Jean Griffin | 1 | 8 | 1.28 |
| Tammy Pirmann | 2 | 6 | 1.25 |
| Brent Gray | 3 | 3 | 0.41 |