research-article

Adapting the disciplinary commons model for high school teachers: improving recruitment, creating community

Authors:

Briana B. Morrison,

Lijun Ni,

Mark GuzdialAuthors Info & Claims

ICER '12: Proceedings of the ninth annual international conference on International computing education research

Pages 47 - 54

https://doi.org/10.1145/2361276.2361287

Published: 09 September 2012 Publication History

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Abstract

The Disciplinary Commons (DC) is a model of teacher professional development that encourages members of the group to reflect upon their teaching practices, develop a community, and, more broadly, to become more scholarly about their teaching. The DC involves a series of monthly meetings where university faculty members examine their course in detail while producing a course portfolio. Evaluation of the early DC's suggests that they successfully created a sense of community and sharing among the participants. We have adapted the original model to a new audience, high school computing teachers. The adapted model maintains the key aspects of the original model while adding two new, important goals for this new audience: improving recruitment and creating community. The high school teacher audience particularly needed strategies for recruiting students and was in greater need of community. We present evaluation evidence suggesting that we achieved the design goals in a replicable model, including a substantial increase (over 300%) in recruiting students.

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Oleson AXie BSalac JEverson JKivuva FKo A(2022)A Decade of Demographics in Computing Education Research: A Critical Review of Trends in Collection, Reporting, and UseProceedings of the 2022 ACM Conference on International Computing Education Research - Volume 110.1145/3501385.3543967(323-343)Online publication date: 3-Aug-2022
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Tsan JCoenraad MCrenshaw ZPalmer JEatinger DBeck KWeintrop DFranklin DMerkle LDoyle MSheard JSoh LDorn B(2022)Reimagining Professional Development for K-8 CS TeachersProceedings of the 53rd ACM Technical Symposium on Computer Science Education - Volume 110.1145/3478431.3499361(530-536)Online publication date: 22-Feb-2022
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Haresnape JAiken FWynn N(2020)Sharing good practice and encouraging community cohesion online: a programme of tutor-led online events for Open University tutorsOpen Learning: The Journal of Open, Distance and e-Learning10.1080/02680513.2020.175216537:1(30-52)Online publication date: 20-Apr-2020
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Index Terms

Adapting the disciplinary commons model for high school teachers: improving recruitment, creating community
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education

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Published In

ICER '12: Proceedings of the ninth annual international conference on International computing education research

September 2012

174 pages

ISBN:9781450316040

DOI:10.1145/2361276

General Chairs:
Alison Clear
CPIT, Christchurch, NZ
,
Kate Sanders
Rhode Island College, Providence, USA
,
Beth Simon
USD, San Diego, USA

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 ACM 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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Published: 09 September 2012

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ICER '12: International Computing Education Research Conference

September 9 - 11, 2012

Auckland, New Zealand

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Oleson AXie BSalac JEverson JKivuva FKo A(2022)A Decade of Demographics in Computing Education Research: A Critical Review of Trends in Collection, Reporting, and UseProceedings of the 2022 ACM Conference on International Computing Education Research - Volume 110.1145/3501385.3543967(323-343)Online publication date: 3-Aug-2022
https://dl.acm.org/doi/10.1145/3501385.3543967
Tsan JCoenraad MCrenshaw ZPalmer JEatinger DBeck KWeintrop DFranklin DMerkle LDoyle MSheard JSoh LDorn B(2022)Reimagining Professional Development for K-8 CS TeachersProceedings of the 53rd ACM Technical Symposium on Computer Science Education - Volume 110.1145/3478431.3499361(530-536)Online publication date: 22-Feb-2022
https://dl.acm.org/doi/10.1145/3478431.3499361
Haresnape JAiken FWynn N(2020)Sharing good practice and encouraging community cohesion online: a programme of tutor-led online events for Open University tutorsOpen Learning: The Journal of Open, Distance and e-Learning10.1080/02680513.2020.175216537:1(30-52)Online publication date: 20-Apr-2020
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Brandes OArmoni M(2019)The Effects of a Professional Development Workshop Focusing on Action Research on the Practice of High-School Computer Science TeachersProceedings of the 14th Workshop in Primary and Secondary Computing Education10.1145/3361721.3361725(1-10)Online publication date: 23-Oct-2019
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Building a community to support HS CS teachers: the disciplinary commons for computing educators

Equity-focused Peer Mentoring for High School CS Teachers

Preparation of high school computer science teachers: the Israeli perspective

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Building a community to support HS CS teachers: the disciplinary commons for computing educators

Equity-focused Peer Mentoring for High School CS Teachers

Preparation of high school computer science teachers: the Israeli perspective

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