NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1094232
Record Type: Journal
Publication Date: 2015
Pages: 26
Abstractor: As Provided
Reference Count: 58
ISBN: N/A
ISSN: ISSN-0899 3408
Computer Science Teacher Professional Development in the United States: A Review of Studies Published between 2004 and 2014
Menekse, Muhsin
Computer Science Education, v25 n4 p325-350 2015
While there has been a remarkable interest to make computer science a core K-12 academic subject in the United States, there is a shortage of K-12 computer science teachers to successfully implement computer sciences courses in schools. In order to enhance computer science teacher capacity, training programs have been offered through teacher professional development. In this study, the main goal was to systematically review the studies regarding computer science professional development to understand the scope, context, and effectiveness of these programs in the past decade (2004-2014). Based on 21 journal articles and conference proceedings, this study explored: (1) Type of professional development organization and source of funding, (2) professional development structure and participants, (3) goal of professional development and type of evaluation used, (4) specific computer science concepts and training tools used, (5) and their effectiveness to improve teacher practice and student learning.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A