research-article

Understanding the Impact of Peer Instruction in CS Principles Teacher Professional Development

Authors:

Karla Hamlen Mansour,

Debbie K. Jackson,

Nigamanth SridharAuthors Info & Claims

ACM Transactions on Computing Education, Volume 23, Issue 2

Article No.: 24, Pages 1 - 21

https://doi.org/10.1145/3585077

Published: 17 April 2023 Publication History

Abstract

In a nationwide initiative to increase computer science Education in K-12, many teachers were recruited to CS teaching positions but without adequate preparation, which can lead to lack of confidence and feelings of isolation [35, 54]. In response to these issues, the purpose of this study was to determine the effectiveness of a newly developed summer professional development program with follow-up support with the goal of improving teacher confidence and informing teacher beliefs about computer science. This training featured peer instruction and an emphasis on computer science principles. It took place over three years, and was used to prepare teachers from over 50 schools across a midwestern state. Using Hierarchical Linear Modeling, data analysis from 57 teachers and 871 students showed that teacher confidence and content knowledge increased significantly, and to a greater extent for those who began with the lowest levels of confidence. Students also made significant knowledge gains from before to after taking the class. Student gains were higher for those whose teachers were more confident in their ability to teach computer science.

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Cited By

Childs JZarch RDunton SMadkins TTrautmann KTaylor ZJacobson MOzturk SOttenbreit-Leftwich A(2024)Advancing Equity and Access: Addressing the Side Effects of Broadening Participation in Computer Science K–12 EducationReview of Research in Education10.3102/0091732X24128647548:1(121-153)Online publication date: 28-Oct-2024
https://doi.org/10.3102/0091732X241286475
Liu YSoh LTrainin GNugent GSmith W(2024)Investigating relationships of sentiments, emotions, and performance in professional development K-12 CS teachersComputer Science Education10.1080/08993408.2023.2298162(1-32)Online publication date: 16-Jan-2024
https://doi.org/10.1080/08993408.2023.2298162

Index Terms

Understanding the Impact of Peer Instruction in CS Principles Teacher Professional Development
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education
        Information systems education
      2. K-12 education

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cover image ACM Transactions on Computing Education

ACM Transactions on Computing Education Volume 23, Issue 2

June 2023

364 pages

EISSN:1946-6226

DOI:10.1145/3587033

Editor:
Amy J. Ko
University of Washington, USA

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Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected].

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Publication History

Published: 17 April 2023

Online AM: 25 February 2023

Accepted: 03 February 2023

Revised: 10 January 2023

Received: 13 November 2020

Published in TOCE Volume 23, Issue 2

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Cited By

Childs JZarch RDunton SMadkins TTrautmann KTaylor ZJacobson MOzturk SOttenbreit-Leftwich A(2024)Advancing Equity and Access: Addressing the Side Effects of Broadening Participation in Computer Science K–12 EducationReview of Research in Education10.3102/0091732X24128647548:1(121-153)Online publication date: 28-Oct-2024
https://doi.org/10.3102/0091732X241286475
Liu YSoh LTrainin GNugent GSmith W(2024)Investigating relationships of sentiments, emotions, and performance in professional development K-12 CS teachersComputer Science Education10.1080/08993408.2023.2298162(1-32)Online publication date: 16-Jan-2024
https://doi.org/10.1080/08993408.2023.2298162

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