Relevant bibliographies by topics / Computer science in Education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Computer science in Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Computer science in Education"

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Lister, Raymond. "Computer Science Education." Computer Science Education 18, no. 2 (June 2008): 65–66. http://dx.doi.org/10.1080/08993400802172449.

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Ilyasova, Zukhra K. "ASPECTS OF ENSURING THE QUALITY OF COMPUTER SCIENCE EDUCATION." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 1862–66. http://dx.doi.org/10.37200/ijpr/v24i4/pr201295.

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Cohen, Jacques. "Updating computer science education." Communications of the ACM 48, no. 6 (June 2005): 29–31. http://dx.doi.org/10.1145/1064830.1064853.

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Knight, John C., Jane C. Prey, and Wm A. Wulf. "Undergraduate computer science education." ACM SIGCSE Bulletin 26, no. 1 (March 12, 1994): 155–59. http://dx.doi.org/10.1145/191033.191093.

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Cerf, Vinton G. "Computer science education---revisited." Communications of the ACM 56, no. 8 (August 2013): 7. http://dx.doi.org/10.1145/2492007.2492009.

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Martin, James. "Computer science education today." Communications of the ACM 28, no. 3 (March 1985): 251. http://dx.doi.org/10.1145/3166.315012.

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McCauley, Renée A. "Computer science education links." ACM SIGCSE Bulletin 29, no. 4 (December 1997): 19–20. http://dx.doi.org/10.1145/271125.271144.

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Joel, William J. "Engaging computer science education." ACM SIGCSE Bulletin 38, no. 3 (September 26, 2006): 316. http://dx.doi.org/10.1145/1140123.1140222.

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Rugelj, Jože. "Serious computer games in computer science education." EAI Endorsed Transactions on Game-Based Learning 2, no. 6 (November 5, 2015): 150613. http://dx.doi.org/10.4108/eai.5-11-2015.150613.

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Gutiérrez, Juan M., and Ian D. Sanders. "Computer science education in Peru." ACM SIGCSE Bulletin 41, no. 2 (June 25, 2009): 86–89. http://dx.doi.org/10.1145/1595453.1595481.

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Dissertations / Theses on the topic "Computer science in Education"

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Bewley, Samantha. "High School Computer Science Education." Thesis, Villanova University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426311.

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One of the challenges in the field of computer science is teaching the subject at the high school level. Thirteen computer science teachers, one technology teacher and one department chair for technology were interviewed to determine how they thought computer science education could be improved at the high school level. The qualitative research addressed curriculum, professional development, educational computer science standards and frameworks, technology, and pedagogy. Institutional Review Board approval was obtained for the research. Nvivo was used to analyze the interviews. When the results were compiled, many teachers were concerned that there were low numbers of students interested in computer science. Having low numbers or students enrolled in computer science classes contribute to low numbers of computer science teachers. Different way to address these problems are proposed.

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Ryu, Mike Dongyub. "Improving Introductory Computer Science Education with DRaCO." DigitalCommons@CalPoly, 2018. https://digitalcommons.calpoly.edu/theses/1943.

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Today, many introductory computer science courses rely heavily on a specific programming language to convey fundamental programming concepts. For beginning students, the cognitive capacity required to operate with the syntactic forms of this language may overwhelm their ability to formulate a solution to a program. We recognize that the introductory computer science courses can be more effective if they convey fundamental concepts without requiring the students to focus on the syntax of a programming language. To achieve this, we propose a new teaching method based on the Design Recipe and Code Outlining (DRaCO) processes. Our new pedagogy capitalizes on the algorithmic intuitions of novice students and provides a tool for students to externalize their intuitions using techniques they are already familiar with, rather than with the syntax of a specific programming language. We validate the effectiveness of our new pedagogy by integrating it into an existing CS1 course at California Polytechnic State University, San Luis Obispo. We find that the our newly proposed pedagogy shows strong potential to improve students’ ability to program.
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Peterson, Cynthia Lynn. "Using computer technology to enhance science education." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2109.

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Hickey, Peter J. "A microcomputer network for computer science education." Thesis, University of Ottawa (Canada), 1986. http://hdl.handle.net/10393/5023.

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Gibson, Benjamin Ian. "Educational Games for Teaching Computer Science." Thesis, University of Canterbury. Computer Science and Software Engineering, 2013. http://hdl.handle.net/10092/9239.

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Much work has done on teaching Computer Science by having students program games, but little has been done on teaching Computer Science by having the students learn from playing educational games. The current work in this field does not seem to be particularly cohesive, so there is no clear idea of what has already been done, and what works. The focus of this thesis is to provide a clearer picture of the range of games available for teaching Computer Science, and to provide guidelines for designing and evaluating them. The first and primary part of the thesis was to find and provide detailed information on as many of the existing educational games that teach Computer Science as possible. An extensive search was performed, and 41 games were found. From these it can be seen that while a few topics, mainly binary and introductory programming concepts, have sufficient coverage, most topics in Computer Science have barely been touched. Of the games for teaching Computer Science that were found, most were available online, at no cost, and only required a short time investment to play. The second part of the thesis focuses on growing the number of games that could be used for teaching Computer Science. This is achieved by providing guidelines on producing new work, and an example game is produced to test the guidelines.
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English, John. "A building blocks approach to computer science education." Thesis, University of Brighton, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485950.

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The workdescribed here was undertaken at the University ofBrighton between 1986 and 2006 in order to assist Computer Science students to acquire practical software development skills, primarily in the areas of real-time systems and object-oriented programming. The contribution to knowledge represented by this work is the development of a set of design principles for educational software, and a variety of software artefacts which demonstrate the applicability ofthese principles. The publications span two decades and describe artefacts covering a number of areas in the curriculum related to software development. They address a range of topics within Computer Science due to the rapidly-evolving nature of the discipline, but they have led to the development of a common philosophy towards the development of educational software, and they each provide an original approach to the topics they address. The success of this philosophy and the originality of the work is evidenced by the fact that they have each been adopted by other educationaf institutions, have been widely praised by students and educators, and have in many cases led to related work by others. This critical appraisal concentrates on describing the evolution of a coherent educational rationale which underpins the various artefacts described here, and on placing this more firmly within the context ofestablished educational theory.
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Enström, Emma. "On difficult topics in theoretical computer science education." Doctoral thesis, KTH, Teoretisk datalogi, TCS, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-152357.

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This thesis primarily reports on an action research project that has been conducted on a course in theoretical computer science (TCS). The course is called Algorithms, data structures, and complexity (ADC) and is given at KTH Royal Institute of Technology in Stockholm, Sweden. The ADC course is an introduction to TCS, but resembles and succeeds courses introducing programming, system development best practices, problem solving, proving, and logic. Requiring the completion of four programming projects, the course can easily be perceived as a programming course by the students. Most previous research in computer science education has been on programming and introductory courses. The focus of the thesis work has been to understand what subject matter is particularly difficult to students. In three action research cycles, the course has been studied and improved to alleviate the discovered difficulties. We also discuss how the course design may color students’ perceptions of what TCS is. Most of the results are descriptive. Additionally, automated assessment has been introduced in the ADC course as well as in introductory courses for non-CS majors. Automated assessment is appreciated by the students and is directing their attention to the importance of program correctness. A drawback is that the exercises in their current form are not likely to encourage students to take responsibility for program correctness. The most difficult tasks of the course are related to proving correctness, solving complex dynamic programming problems, and to reductions. A certain confusion regarding the epistemology, tools and discourse of the ADC course and of TCS in general can be glimpsed in the way difficulties manifest themselves. Possible consequences of viewing the highly mathematical problems and tools of ADC in more practical, programming, perspective, are discussed. It is likely that teachers could explicitly address more of the nature and discourse of TCS in order to reduce confusion among the students, for instance regarding the use of such words and constructs as “problem”, “verify a solution”, and “proof sketch”. One of the tools used to study difficulties was self-efficacy surveys. No correlation was found between the self-efficacy beliefs and the graded performance on the course. Further investigation of this is beyond the scope of this thesis, but may be done with tasks corresponding more closely and exclusively to each self-efficacy item. Didactics is an additional way for a professional to understand his or her subject. Didactics is concerned with the teaching and learning of something, and hence sheds light on that “something” from an angle that sometimes is not reflected on by its professionals. Reflecting on didactical aspects of TCS can enrichen the understanding of the subject itself, which is one goal with this work.

QC 20140929

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Aldakheel, Eman A. "A Cloud Computing Framework for Computer Science Education." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1322873621.

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Prottsman, Christie Lee Lili. "Computational Thinking and Women in Computer Science." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11485.

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x, 40 p. : col. ill.
Though the first computer programmers were female, women currently make up only a quarter of the computing industry. This lack of diversity jeopardizes technical innovation, creativity and profitability. As demand for talented computing professionals grows, both academia and industry are seeking ways to reach out to groups of individuals who are underrepresented in computer science, the largest of which is women. Women are most likely to succeed in computer science when they are introduced to computing concepts as children and are exposed over a long period of time. In this paper I show that computational thinking (the art of abstraction and automation) can be introduced earlier than has been demonstrated before. Building on ideas being developed for the state of California, I have created an entertaining and engaging educational software prototype that makes primary concepts accessible down to the third grade level.
Committee in charge: Michal Young, Chairperson; Joanna Goode, Member
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Mitchell, Carmen L. (Carmen Lois). "The Contributions of Grace Murray Hopper to Computer Science and Computer Education." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278692/.

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This study explored the life and work of the late Grace Murray Hopper, Rear Admiral United States Naval Reserve. The study emphasized Hopper's contributions to computer science and computer science education, including her philosophy of teaching and learning, and her pedagogical legacy for today's teachers and scholars of computer science and computer science education.
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Books on the topic "Computer science in Education"

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Carter, Jenny, Michael O'Grady, and Clive Rosen, eds. Higher Education Computer Science. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98590-9.

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Gurikov, Sergey. Computer science. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1014656.

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The textbook covers the theoretical and practical foundations of the computer science course. The content of the book, examples and tasks are aimed at training a specialist with a modern set of competencies in the field of computer science and information and communication technologies. The textbook has an applied orientation and meets the requirements of the Federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying undergraduate programs, it will also be useful for students of secondary vocational education institutions, teachers, and people who want to study computer science independently.
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Yashin, Vladimir, and Anna Kolodenkova. Computer science. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1069776.

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The book describes the main topics of modern computer science: branch of theoretical computer science, associated with the analysis of different information models; section of computer technology, dedicated to the development of common principles of computer systems; section of programming devoted to the principles of algorithms and computer software. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying information technologies in the framework of the discipline "Informatics", graduate students, university teachers and anyone interested in modern information technologies.
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Xie, Anne. Advances in Computer Science and Education. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012.

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Štuikys, Vytautas, and Renata Burbaitė. Smart STEM-Driven Computer Science Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78485-4.

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Xie, Anne, and Xiong Huang, eds. Advances in Computer Science and Education. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27945-4.

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SIGCSE/SIGCUE Joint Conference on Integrating Technology into Computer Science Education (1996 Barcelona, Spain). Integrating technology into computer science education. New York: Association for Computing Machinery, 1996.

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Sandoval, Cueponcaxochitl D. Moreno. Ancestral Knowledge Meets Computer Science Education. New York: Palgrave Macmillan US, 2019. http://dx.doi.org/10.1057/978-1-137-47520-6.

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Di Eugenio, Barbara, Davide Fossati, and Nick Green. Intelligent Support for Computer Science Education. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781315168067.

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Greening, Tony. Computer Science Education in the 21st Century. New York, NY: Springer New York, 2000.

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Book chapters on the topic "Computer science in Education"

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Marshall, David. "Computer Science." In Handbook on Information Technologies for Education and Training, 425–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-662-07682-8_27.

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Hazzan, Orit, Noa Ragonis, and Tami Lapidot. "Data Science and Computer Science Education." In Guide to Teaching Computer Science, 95–117. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39360-1_6.

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Hazzan, Orit, Noa Ragonis, and Tami Lapidot. "Research in Computer Science Education." In Guide to Teaching Computer Science, 119–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39360-1_7.

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Weigend, Michael. "Making Computer Science Education Relevant." In Information and Communication Technology, 53–63. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24315-3_6.

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Yehudai, Amiram. "Perspective on Computer Science Education." In Teaching Fundamentals Concepts of Informatics, 35. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-11376-5_4.

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Hazzan, Orit, Tami Lapidot, and Noa Ragonis. "Research in Computer Science Education." In Guide to Teaching Computer Science, 47–62. London: Springer London, 2011. http://dx.doi.org/10.1007/978-0-85729-443-2_4.

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Rane, Sagar, Anant Kaulage, and Sanjeev Wagh. "AR-Powered Computer Science Education." In Computing Technologies and Applications, 229–41. Boca Raton: Chapman and Hall/CRC, 2021. http://dx.doi.org/10.1201/9781003166702-13.

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Webb, Mary E. "Curricula in Computer Science." In Encyclopedia of Education and Information Technologies, 1–7. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_7-1.

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Webb, Mary E. "Curricula in Computer Science." In Encyclopedia of Education and Information Technologies, 479–85. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_7.

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Engle, Charles B. "Software engineering is Not computer science." In Software Engineering Education, 257–62. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/bfb0042363.

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Conference papers on the topic "Computer science in Education"

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Knight, John C., Jane C. Prey, and Wm A. Wulf. "Undergraduate computer science education." In the twenty-fifth SIGCSE symposium. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/191029.191093.

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Rosato, Jennifer, and Chery Takkunen. "Computer science-education outreach." In Proceeding of the 44th ACM technical symposium. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2445196.2445447.

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Joel, William J. "Engaging computer science education." In the 11th annual SIGCSE conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1140124.1140222.

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Katai, Zoltan. "Intercultural computer science education." In the 2014 conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2591708.2591744.

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Koppelman, Herman. "Using e-Tools in Computer Science Education: a Proposal." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2514.

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We present some thoughts about devising educational designs for experiments with the use of e-tools in computer science education. We stress that the focus should not be on technological issues but on educational design issues. Our intention is twofold. First of all it is proposed to gather information about the use of such tools, in order to compose guidelines and hints for computer science lecturers. Next, we propose to design and conduct new promising experiments about using e-tools within the context of computer science education.
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Bates, Rebecca, Judy Goldsmith, Rosalyn Berne, Valerie Summet, and Nanette Veilleux. "Science fiction in computer science education." In the 43rd ACM technical symposium. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2157136.2157184.

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Tomsons, Dzintars, and Inta Znotiņa. "DEVELEPMENT OF COMPUTER-BASED EDUCATIONAL GAME ACROSS COMPUTER SCIENCE CURRICULUM." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.92.

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The current paper describes the use of game development for improvement of first year Computer Science students’ professional and social competencies. The computer-based education games play grateful platform for integration of knowledge and skills gained by students in several learning courses, i.e., programming, web-design, computer graphics and animation, introduction to software engineering, etc. The multidisciplinary character of the games provides possibilities to constitute teams with students from different study programs. Thereby the students get their first experience in cross-disciplinary communication. Key words: computer-based education, educational games, learning environment.
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"COMPUTERS FOSTER EDUCATION AND EDUCATION FOSTERS COMPUTER SCIENCE - The Politecnico’s Approach." In 2nd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0002793502890296.

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Hassan, Ismail Bile, and Jigang Liu. "Embedding Data Science into Computer Science Education." In 2019 IEEE International Conference on Electro Information Technology (EIT). IEEE, 2019. http://dx.doi.org/10.1109/eit.2019.8833753.

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Saad, Ashraf, Travis Shuff, Gabriel Loewen, and Kyle Burton. "Supporting undergraduate computer science education using educational robots." In the 50th Annual Southeast Regional Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2184512.2184596.

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Reports on the topic "Computer science in Education"

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Kolesenkov, A. N., and N. V. Akinina. Electronic educational resource « Fundamentals of computer science (part 1)", field of study 2.03.01 " Mathematics and computer science». OFERNIO, June 2018. http://dx.doi.org/10.12731/ofernio.2018.23680.

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Wachen, John, Mark Johnson, Steven McGee, Faythe Brannon, and Dennis Brylow. Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.2.

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In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which revealed that teachers have distinct ways of framing their perceptions of equity and also different perspectives about what types of strategies help to create equitable, inclusive classrooms reflective of student identity and voice.
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Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, February 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.
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Bauder, T. A. Proposal to improve math, science and computer science education at Woodrow Wilson Senior High School through the implementation of technological innovations. Office of Scientific and Technical Information (OSTI), December 1994. http://dx.doi.org/10.2172/510608.

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Appoev, R. K., and Zh V. Ignatenko. Electronic educational and methodical complex of discipline "Operations research and optimization methods" (in areas of training 38.00.00 Economics and Management, 09.00.00 Computer Science and Engineering, 44.00.00 Education and pedagogical sciences). North-Caucasian Social Institute, June 2016. http://dx.doi.org/10.12731/appoevignatenko.01062016.21898.

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Johnson, Mark, John Wachen, and Steven McGee. Entrepreneurship, Federalism, and Chicago: Setting the Computer Science Agenda at the Local and National Levels. The Learning Partnership, April 2020. http://dx.doi.org/10.51420/conf.2020.1.

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From 2012-13 to 2018-19, the number of Chicago Public Schools (CPS) high school students taking an introductory computer science course rose from three thousand per year to twelve thousand per year. Our analysis examines the policy entrepreneurship that helped drive the rapid expansion of computer science education in CPS, within the broader context of the development of computer science at the national level. We describe how actions at the national level (e.g., federal policy action and advocacy work by national organizations) created opportunities in Chicago and, likewise, how actions at the local level (e.g., district policy action and advocacy by local educators and stakeholders) influenced agenda setting at the national level. Data from interviews with prominent computer science advocates are used to document and explain the multidirectional (vertical and horizontal) flow of advocacy efforts and how these efforts influenced policy decisions in the area of computer science. These interviews with subsystem actors––which include district leaders, National Science Foundation program officers, academic researchers, and leaders from advocacy organizations––provide an insider’s perspective on the unfolding of events and highlight how advocates from various organizations worked to achieve their policy objectives.
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Weinberger, Catherine. Engineering Educational Opportunity: Impacts of 1970s and 1980s Policies to Increase the Share of Black College Graduates with Major in Engineering or Computer Science. Cambridge, MA: National Bureau of Economic Research, August 2017. http://dx.doi.org/10.3386/w23703.

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Angevine, Colin, Karen Cator, Jeremy Roschelle, Susan A. Thomas, Chelsea Waite, and Josh Weisgrau. Computational Thinking for a Computational World. Digital Promise, 2017. http://dx.doi.org/10.51388/20.500.12265/62.

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Computers, smartphones, smart systems, and other technologies are woven into nearly every aspect of our daily lives. As computational technology advances, it is imperative that we educate young people and working adults to thrive in a computational world. In this context, the essential question for American education is: In a computational world, what is important to know and know how to do? This paper argues that computational thinking is both central to computer science and widely applicable throughout education and the workforce. It is a skillset for solving complex problems, a way to learn topics in any discipline, and a necessity for fully participating in a computational world. The paper concludes with recommendations for integrating computational thinking across K-12 curriculum.
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McGee, Steven, Randi McGee-Tekula, Jennifer Duck, Lucia Dettori, Don Yanek, Andrew M. Rasmussen, Ronald I. Greenberg, and Dale F, Reed. Does Exploring Computer Science Increase Computer Science Enrollment? The Learning Partnership, April 2018. http://dx.doi.org/10.51420/conf.2018.1.

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This study investigated the impact of the Exploring Computer Science (ECS) program on the likelihood that students of all races and gender would pursue further computer science coursework in high school. ECS is designed to foster deep engagement through equitable inquiry around computer science concepts. The results indicate that students who pursued ECS as their first course were more likely to pursue another course relative to taking a traditional course as the first course.
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Metzger, Cheryn E., Samuel Rashkin, and Pat Huelman. Guidelines for Building Science Education. Office of Scientific and Technical Information (OSTI), November 2015. http://dx.doi.org/10.2172/1173025.

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