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ERIC Number: ED549468
Record Type: Non-Journal
Publication Date: 2011
Pages: 108
Abstractor: As Provided
ISBN: 978-1-2672-7066-5
Teaching Perspectives among Introductory Computer Programming Faculty in Higher Education
Mainier, Michael J.
ProQuest LLC, D.Sc. Dissertation, Robert Morris University
This study identified the teaching beliefs, intentions, and actions of 80 introductory computer programming (CS1) faculty members from institutions of higher education in the United States using the Teacher Perspectives Inventory. Instruction method used inside the classroom, categorized by ACM CS1 curriculum guidelines, was also captured along with information to develop a demographic profile of respondents. Introductory computer programming faculty combined beliefs, intentions, and actions scores displayed a dominant trend within the apprenticeship perspective while indicating a general preference for the imperative-first instruction method. This result indicates possible misalignment regarding the underlying value of these teachers to simulate the experience of computer programming in comparison to their non-traditional instructional approach of lecture and textbook learning. The factors of teaching experience and first language were found to have significant influence on faculty particularly within the social reform perspective, indicating established faculty members possess the intent to change society for the better while instructors born outside of the U.S. are more likely to actually teach through this perspective. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A