The Changing Profile of ECS Teachers

Steven McGee; Lucia Dettori; Ronald I. Greenberg; Andrew M. Rasmussen; Dale F. Reed; Don Yanek

doi:10.1145/3328778.3372679

The Changing Profile of ECS Teachers

Steven McGee, Lucia Dettori, Ronald I. Greenberg, Andrew M. Rasmussen, Dale F. Reed, Don Yanek

Department of Computer Science

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

This study compares the characteristics and professional development (PD) experiences between teachers who began teaching Exploring Computer Science before and after the enactment of a CS graduation requirement in the Chicago Public Schools. The post-requirement teachers were less likely to have a CS background, but their experience in the ECS PD and their level of confidence at the end of the PD were equivalent to the early adopters.

Original language	American English
Title of host publication	Proceedings of the 51st ACM Technical Symposium on Computer Science Education
DOIs	https://doi.org/10.1145/3328778.3372679
State	Published - Feb 1 2020

Keywords

exploring computer science
professional development

Disciplines

Computer Sciences
Secondary Education
Teacher Education and Professional Development

Access to Document

10.1145/3328778.3372679License: Unspecified

The Changing Profile of ECS TeachersFinal published version, 362 KBLicense: Unspecified

Cite this

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title = "The Changing Profile of ECS Teachers",

abstract = " This study compares the characteristics and professional development (PD) experiences between teachers who began teaching Exploring Computer Science before and after the enactment of a CS graduation requirement in the Chicago Public Schools. The post-requirement teachers were less likely to have a CS background, but their experience in the ECS PD and their level of confidence at the end of the PD were equivalent to the early adopters.",

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AU - Dettori, Lucia

AU - Greenberg, Ronald I.

AU - Rasmussen, Andrew M.

AU - Reed, Dale F.

AU - Yanek, Don

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N2 - This study compares the characteristics and professional development (PD) experiences between teachers who began teaching Exploring Computer Science before and after the enactment of a CS graduation requirement in the Chicago Public Schools. The post-requirement teachers were less likely to have a CS background, but their experience in the ECS PD and their level of confidence at the end of the PD were equivalent to the early adopters.

AB - This study compares the characteristics and professional development (PD) experiences between teachers who began teaching Exploring Computer Science before and after the enactment of a CS graduation requirement in the Chicago Public Schools. The post-requirement teachers were less likely to have a CS background, but their experience in the ECS PD and their level of confidence at the end of the PD were equivalent to the early adopters.

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KW - professional development

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M3 - Chapter

BT - Proceedings of the 51st ACM Technical Symposium on Computer Science Education

ER -

The Changing Profile of ECS Teachers

Abstract

Keywords

Disciplines

Access to Document

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Cite this