Appalachian Coders: Building a Computer Science Culture in a Rural and Low-Socioeconomic-Status Primary School Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 8-12, 2021).

Autor/inn/en	Brigandi, Carla; Rambo-Hernandez, Karen E.; Spillane, Nancy; Pedersen, Blaine
Titel	Appalachian Coders: Building a Computer Science Culture in a Rural and Low-Socioeconomic-Status Primary School Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 8-12, 2021).
Quelle	(2021), (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Rural Schools; Computer Science Education; Faculty Development; Self Efficacy; Teacher Attitudes; Teacher Effectiveness; Student Participation; Coding; Program Descriptions; Elementary School Teachers; Low Income Students; STEM Education; Federal Programs; Teacher Workshops; School Culture; Program Effectiveness; West Virginia + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Computer science lessons; Informatikunterricht; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Codierung; Programmierung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; STEM; Schulkultur; Schulleben
Abstract	Students in rural schools have the potential to achieve at high levels; however, they need support to develop this potential. Research indicates a particular need in the area of STEM education. This study looks at how to enhance school-wide instruction, collaboration, and assessment related to increased student participation in coding and computer science. Using data from the first of a 5-year project funded by the U.S., Department of Education, we look at the effects of participation in professional learning on rural schoolteachers' self-efficacy for teaching computer science and coding, and their experience implementing coding into classrooms. Results indicate participation in systemically supported professional learning increased teachers' self-efficacy for teaching computer science and the emergence of a whole-school computer science culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01