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Early Lessons from Evaluation of Computer Science Teacher Professional Development in Google’s CS4HS Program

Authors:

Chris Stephenson,

Juliane BlazevskiAuthors Info & Claims

ACM Transactions on Computing Education (TOCE), Volume 17, Issue 4

Article No.: 21, Pages 1 - 16

https://doi.org/10.1145/3077617

Published: 26 August 2017 Publication History

Abstract

This article compares self-reported learning gains and experiences of teachers in four professional development courses funded through Google’s 2014 Computer Science for High School program. The courses were designed and taught independently at four universities and started late enough in the year to participate in our pre-post study. Two of the courses used a face-to-face approach, one was online only, and one used a hybrid format. Analyses from 314 pre-surveys and 129 post-surveys indicate CS teachers are far from homogenous, suggesting that some customization may benefit professional development. We also saw a stronger sense of community in the two face-to-face courses. Among the outcomes we measured, teacher concerns (Hall and Hord 1977) were more sensitive to change than our measures of self-efficacy, outcome expectations, readiness, or beliefs. Findings illustrate the variety of CS teacher professional development experiences and the need to study the best ways to scale effective CS teacher education.

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Thigpen LMcGill MTwarek BBell ADorodchi MZhange MCooper S(2024)Piloting a Revised Diagnostic Tool for CSTA Standards for CS TeachersProceedings of the 2024 on ACM Virtual Global Computing Education Conference V. 110.1145/3649165.3690122(207-213)Online publication date: 5-Dec-2024
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McGill MTise JDecker AStephenson BStone JBattestilli LRebelsky SShoop L(2024)Piloting a Diagnostic Tool to Measure AP CS Principles Teachers' Knowledge Against CSTA Teacher Standard 1Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 110.1145/3626252.3630905(819-825)Online publication date: 7-Mar-2024
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Index Terms

Early Lessons from Evaluation of Computer Science Teacher Professional Development in Google’s CS4HS Program
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education

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Published In

cover image ACM Transactions on Computing Education

ACM Transactions on Computing Education Volume 17, Issue 4

December 2017

123 pages

EISSN:1946-6226

DOI:10.1145/3134765

Editor:
Chris Hundhausen
Washington State University, USA

Issue’s Table of Contents

Copyright © 2017 Owner/Author.

Permission to make digital or hard copies of part or all 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 third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 26 August 2017

Accepted: 01 March 2017

Revised: 01 March 2017

Received: 01 January 2016

Published in TOCE Volume 17, Issue 4

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Cited By

Thigpen LMcGill MTwarek BBell ADorodchi MZhange MCooper S(2024)Piloting a Revised Diagnostic Tool for CSTA Standards for CS TeachersProceedings of the 2024 on ACM Virtual Global Computing Education Conference V. 110.1145/3649165.3690122(207-213)Online publication date: 5-Dec-2024
https://dl.acm.org/doi/10.1145/3649165.3690122
McGill MTise JDecker AStephenson BStone JBattestilli LRebelsky SShoop L(2024)Piloting a Diagnostic Tool to Measure AP CS Principles Teachers' Knowledge Against CSTA Teacher Standard 1Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 110.1145/3626252.3630905(819-825)Online publication date: 7-Mar-2024
https://dl.acm.org/doi/10.1145/3626252.3630905
Jetzinger FBaumer SMichaeli TStephenson BStone JBattestilli LRebelsky SShoop L(2024)Artificial Intelligence in Compulsory K-12 Computer Science Classrooms: A Scalable Professional Development Offer for Computer Science TeachersProceedings of the 55th ACM Technical Symposium on Computer Science Education V. 110.1145/3626252.3630782(590-596)Online publication date: 7-Mar-2024
https://dl.acm.org/doi/10.1145/3626252.3630782
Villavicencio AMartin WFancsali CIsrael M(2024)Examining two different models for developing teachers new to computer science: lessons from a CS4All districtJournal of Research on Technology in Education10.1080/15391523.2024.2410183(1-22)Online publication date: 24-Oct-2024
https://doi.org/10.1080/15391523.2024.2410183
Stavermann K(2024)Online Teacher Professional Development: A Research Synthesis on Effectiveness and EvaluationTechnology, Knowledge and Learning10.1007/s10758-024-09792-9Online publication date: 13-Nov-2024
https://doi.org/10.1007/s10758-024-09792-9
Burrows ABorowczak MMugayitoglu B(2021)Computer Science beyond Coding: Partnering to Create Teacher Cybersecurity MicrocredentialsEducation Sciences10.3390/educsci1201000412:1(4)Online publication date: 22-Dec-2021
https://doi.org/10.3390/educsci12010004

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