An International Study Piloting the MEasuring TeacheR Enacted Computing Curriculum (METRECC) Instrument

Falkner, Katrina; Sentance, Sue; Vivian, Rebecca; Barksdale, Sarah; Busuttil, Leonard; Cole, Elizabeth; Liebe, Christine; Maiorana, Francesco; McGill, Monica M.; Quille, Keith

doi:10.1145/3344429.3372505

Cited by 28 publications

(16 citation statements)

References 56 publications

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“…In addition the study found the intervention had differing affects on student cohorts clustered by performance (which agrees with the literature [48]). This effect could be compounded, with a new upper second level computer science curriculum in Ireland [40] and internationally [11][12][13], where students may enter the course with formal prior performance, and as it is an optional subject, many students may still be entering the courses with little to no prior experience, creating a larger than seen before divide.…”

Section: Resultsmentioning

confidence: 99%

Promoting a Growth Mindset in CS1: Does One Size Fit All? A Pilot Study

Quille

Bergin

2020

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education

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This paper describes a pilot intervention conducted in CS1, in the academic year of 2016-2017. The intervention was based on the work of Dweck, promoting a growth Mindset in an effort to increase performance in introductory programming. The study also examined data from a previous year (as a control group) to compare and contrast the results. Multiple factors related to programming performance were recorded with the control and treatment group, which were measured at multiple intervals throughout the course, to monitor changes as the pilot intervention was implemented. This study found a significant increase in programming performance when the intervention was deployed. However, although performance increased for the treatment group, the average Mindset did not significantly change towards a growth Mindset (replicating the findings of Cutts et al, 2010). To further explore this finding, a preliminary deeper investigation using k-means clustering was carried out. The investigation found that the intervention promoted a growth Mindset for some student profiles and a fixed Mindset for others. This finding is important for educators considering intervention development or implementation of Mindset, and demonstrates that a Mindset intervention may not be suitable for all learners. CCS CONCEPTS • Social and professional topics → Computer science education; CS1.

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Section: Resultsmentioning

confidence: 99%

Promoting a Growth Mindset in CS1: Does One Size Fit All? A Pilot Study

Quille

Bergin

2020

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education

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“…The MEasuring TeacheR Enacted Computing Curriculum (ME-TRECC) Instrument was developed and (publicly available) pilot data was collected as part of an ITICSE working group [18,21].…”

Section: Methodsmentioning

confidence: 99%

An International Pilot Study of K-12 Teachers' Computer Science Self-Esteem

Vivian

Quille

McGill

et al. 2020

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education

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Computer Science (CS) is a new subject area for many K-12 teachers around the world, requiring new disciplinary knowledge and skills. Teacher social-behavioral factors (e.g. self-esteem) have been found to impact learning and teaching, and a key part of CS curriculum implementation will need to ensure teachers feel confident to deliver CS. However, studies about CS teacher self-esteem are lacking. This paper presents an analysis of publicly available data (n=219) from a pilot study using a Teacher CS Self-Esteem scale. Analysis revealed significant differences, including 1) females reported significantly lower CS self-esteem than males, 2) primary teachers reported lower levels of CS self-esteem than secondary teachers, 3) those with no CS teaching experience reported significantly lower CS self-esteem, 4) teachers with 0-3 years experience had a negative CS self-esteem, but after four years, teachers had a positive CS self-esteem, and 5) teachers who lived further from metropolitan areas and in some countries reported lower CS self-esteem. These initial findings suggest a pressing need for future research to look further into teacher CS self-esteem to inform teacher CS professional development.

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“…Likewise, Horn and Bers (2019) [32] report on Tangible Computing was also missing from the list. In addition, the authors were aware of two evaluation instruments measuring the K-12 computing education enacted curriculum that use classifiers for TLEs [4,21] that were relevant to our study.…”

Section: 31mentioning

confidence: 99%

Construction of a Taxonomy for Tools, Languages, and Environments across Computing Education

McGill

Decker

2020

Proceedings of the 2020 ACM Conference on International Computing Education Research

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The sheer number of tools, languages, and environments (TLEs) used in computing education has proliferated in the last few years as more tools are developed to meet new demands of the growing amount of K-12 computing education that has been undertaken. However, there is little formalized language at either the K-12 or post-secondary level that provides for a way to classify these TLEs for discussing research and for classifying in databases. In this research study, we step through a formal process for building a taxonomy for TLEs. As part of the supporting research, we first discuss the importance of taxonomies and classification systems in computing education, provide a formal method for building a taxonomy, and provide working definitions of TLEs based on previous literature. This is followed by a systematic literature review using a widely-accepted methodology for finding articles that have examined TLEs in primary, secondary, and post-secondary computing education. This literature review focuses on studies that looked at multiple TLEs and specifically attempted to classify or categorize them. We then propose a new taxonomy for classifying TLEs and provide definitions and samples for each category. This is followed by a discussion of the next steps in vetting the taxonomy and the challenges and issues that need to be considered when evaluating it for classifying TLEs in computing education.

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An International Study Piloting the MEasuring TeacheR Enacted Computing Curriculum (METRECC) Instrument

Cited by 28 publications

References 56 publications

Promoting a Growth Mindset in CS1: Does One Size Fit All? A Pilot Study

Promoting a Growth Mindset in CS1: Does One Size Fit All? A Pilot Study

An International Pilot Study of K-12 Teachers' Computer Science Self-Esteem

Construction of a Taxonomy for Tools, Languages, and Environments across Computing Education

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