Factors Associated with High-Quality Computer Science Instruction: Data from a Nationally Representative Sample of High School Teachers
Factors Associated with High-Quality Computer Science Instruction: Data from a Nationally Representative Sample of High School Teachers
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与高质量计算机科学教学相关的因素：来自全国代表性高中教师样本的数据
DOI：
10.1145/3328778.3366831
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Craven, Laura
中科院分区：
文献类型：
--
作者：
Banilower, Eric;Craven, Laura
本文分享了2018年春季对近300名美国高中计算机科学教师的全国代表性样本进行的调查结果。它描述了高中计算机科学教学的性质和教师背景，课堂因素和学校环境预测学生体验的教学类型的程度。使用路径模型对研究数据进行了分析，路径模型是一种回归分析的形式，可以估计直接和间接影响（即，通过中介变量）-检查教师，课堂和学校因素之间的关系，以及教师（1）强调改革导向的教学目标（例如，学习计算机科学的实际应用）和（2）使学生参与计算机科学实践（例如，识别和定义计算问题）。样本调查结果包括，学生最常从事与测试和改进计算工件相关的活动，但较少参与与最终用户相关的计算机科学方面（例如，创建由其他人使用的计算工件）。路径分析突出了几个因素，与学生在计算机科学实践中的更多参与，包括教师参与专业发展和使用连贯的教学材料。
This paper shares results from surveys administered in spring 2018 to a nationally representative sample of nearly 300 U.S. high school computer science teachers. It describes the nature of high school computer science instruction and the extent to which teacher background, classroom factors, and school context predict the type of instruction students experience. Data from the study were analyzed using path modeling-a form of regression analysis that estimates both direct and indirect effects (i.e., through intermediary variables)-to examine relationships between teacher, classroom, and school factors, and the extent to which teachers (1) emphasize reform-oriented instructional objectives (e.g., learning about real-life applications of computer science) and (2) engage students in computer science practices (e.g., recognizing and defining computational problems). Sample findings include that students are most commonly engaged in activities related to testing and refining computational artifacts, but are less often engaged in aspects of computer science related to end users (e.g., create a computational artifact to be used by someone else). The path analysis highlights several factors that are related to greater engagement of students in the computer science practices, including teacher participation in professional development and the use of coherent instructional materials.
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DOI：
--
发表时间：
2014
期刊：
影响因子：
--
作者：
J. Driel;A. Berry;J. Meirink
通讯作者：
J. Meirink
DOI：
--
发表时间：
2001
期刊：
影响因子：
--
作者：
M. Knapp;M. Plecki
通讯作者：
M. Plecki
有效的专业发展和实践变革：科学教师遇到的障碍和改革的启示
影响因子：
1.1
作者：
Carla C. Johnson
通讯作者：
Carla C. Johnson
影响因子：
3.7
作者：
Dickinson, David K.;Caswell, Linda
通讯作者：
Caswell, Linda