Relevant bibliographies by topics / Computer Science Teaching Assistants

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

Academic literature on the topic 'Computer Science Teaching Assistants'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Computer Science Teaching Assistants"

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Kay, David G. "Training computer science teaching assistants." ACM SIGCSE Bulletin 27, no. 1 (1995): 53–55. http://dx.doi.org/10.1145/199691.199719.

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Triawan, Anggra, and Muhammad Al Faruq. "Penerapan algoritma simulated annealing pada notifikasi informasi jadwal menggunakan RESTFUL api untuk rekomendasi jadwal asistensi di laboratorium komputer." Teknois : Jurnal Ilmiah Teknologi Informasi dan Sains 9, no. 2 (2019): 91–101. http://dx.doi.org/10.36350/jbs.v9i2.69.

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In the current era of globalization, technology is needed in the quality of high school science. The quality of knowledge influences relevant knowledge, ways of teaching, a technology used, and planning of courses. At STIKOM there are many courses that require computer laboratories, where these courses will not be effective if taught in theory. Every one or more courses conducted by a computer laboratory are taught by a lecturer and a laboratory. Assistant, if the Lecturer cannot teach Lab. The assistant will replace as a teacher according to the instructions given by the Lecturer. The problem is the difficulty in determining a suitable time schedule for the Lab. Missing assistants, like Lab. Assistant who is still in college or has a job. Unequal distribution of subjects in each Lab. Assistant. Therefore we need a system to provide scheduling recommendations for lab assistants. Simulated Annealing Algorithm uses the input of the ability of time from each lab assistant. and is chosen based on the amount of energy added if selected in one course and if the same amount of energy will be chosen randomly. The results of the feasibility test questionnaire conducted obtained proper results on users with a percentage of eligibility of 76.3% and very feasible on system experts with a percentage of eligibility of 90%.
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Drewelow, Isabelle. "Twitter in the teaching methods course: Foreign language graduate teaching assistants' perspectives." JALT CALL Journal 8, no. 2 (2012): 129–43. http://dx.doi.org/10.29140/jaltcall.v8n2.138.

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Osterlund, Katherine, and Karen Robson. "The impact of ICT on work–life experiences among university Teaching Assistants." Computers & Education 52, no. 2 (2009): 432–37. http://dx.doi.org/10.1016/j.compedu.2008.09.007.

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Seifried, Eva, Wolfgang Lenhard, and Birgit Spinath. "Filtering Essays by Means of a Software Tool." Journal of Educational Computing Research 55, no. 1 (2016): 26–45. http://dx.doi.org/10.1177/0735633116652407.

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Writing essays and receiving feedback can be useful for fostering students’ learning and motivation. When faced with large class sizes, it is desirable to identify students who might particularly benefit from feedback. In this article, we tested the potential of Latent Semantic Analysis (LSA) for identifying poor essays. A total of 14 teaching assistants evaluated a sample of N = 60 German essays. Using the human graders’ evaluations as the standard of comparison, more of the poor essays were correctly identified by LSA than by random sampling (i.e., selecting essays by chance). By contrast, selection by text length did not perform better than random sampling. When three different teaching assistants evaluated another sample of N = 94 essays, the results largely replicated those found in the first sample. We conclude that LSA can help university teachers to identify poorly performing students. Additional analyses were computed to investigate the potential of combining the methods in different ways.
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Ceccarelli, M. "Robotic teachers' assistants - Low cost robots for research and teaching activities." IEEE Robotics & Automation Magazine 10, no. 3 (2003): 37–45. http://dx.doi.org/10.1109/mra.2003.1233556.

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Dill-McFarland, Kimberly A., Stephan G. König, Florent Mazel, et al. "An integrated, modular approach to data science education in microbiology." PLOS Computational Biology 17, no. 2 (2021): e1008661. http://dx.doi.org/10.1371/journal.pcbi.1008661.

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We live in an increasingly data-driven world, where high-throughput sequencing and mass spectrometry platforms are transforming biology into an information science. This has shifted major challenges in biological research from data generation and processing to interpretation and knowledge translation. However, postsecondary training in bioinformatics, or more generally data science for life scientists, lags behind current demand. In particular, development of accessible, undergraduate data science curricula has the potential to improve research and learning outcomes as well as better prepare students in the life sciences to thrive in public and private sector careers. Here, we describe the Experiential Data science for Undergraduate Cross-Disciplinary Education (EDUCE) initiative, which aims to progressively build data science competency across several years of integrated practice. Through EDUCE, students complete data science modules integrated into required and elective courses augmented with coordinated cocurricular activities. The EDUCE initiative draws on a community of practice consisting of teaching assistants (TAs), postdocs, instructors, and research faculty from multiple disciplines to overcome several reported barriers to data science for life scientists, including instructor capacity, student prior knowledge, and relevance to discipline-specific problems. Preliminary survey results indicate that even a single module improves student self-reported interest and/or experience in bioinformatics and computer science. Thus, EDUCE provides a flexible and extensible active learning framework for integration of data science curriculum into undergraduate courses and programs across the life sciences.
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Kim, Jihyun, Kelly Merrill, Kun Xu, and Deanna D. Sellnow. "My Teacher Is a Machine: Understanding Students’ Perceptions of AI Teaching Assistants in Online Education." International Journal of Human–Computer Interaction 36, no. 20 (2020): 1902–11. http://dx.doi.org/10.1080/10447318.2020.1801227.

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DE VILLE, KENNETH. "“The Cure Is in Hand”? The Brave New World of Handheld Computers in Medicine." Cambridge Quarterly of Healthcare Ethics 17, no. 4 (2008): 385–400. http://dx.doi.org/10.1017/s0963180108080523.

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According to a 2001 market report, titled “The Cure Is in Hand,” handheld computers, or personal digital assistants (PDAs), will “dramatically change the way that physicians practice medicine.” Such enthusiasm has resulted in an extraordinarily rapid diffusion of PDAs into a wide range of clinical settings. One report states that 47% of internists use PDAs once a day with rates of daily usage reaching 70% for resident physicians. Another study found clinical usage as high as 85% in teaching hospitals. The rapidly expanding employment of PDAs, however, has been uneven. Some clinicians have explored the devices’ benefits more thoroughly than their colleagues. Similarly, a number of potentially valuable uses of the handheld computer have been ignored or remain insufficiently developed by the medical community and the health delivery system at large.
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Hartnell‐Young, Elizabeth. "The importance of teaching roles when introducing Personal Digital Assistants in a Year 6 classroom." Technology, Pedagogy and Education 18, no. 1 (2009): 3–17. http://dx.doi.org/10.1080/14759390802703982.

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Dissertations / Theses on the topic "Computer Science Teaching Assistants"

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Saktheeswaran, Ayshwarya. "The Role of Teaching Assistants in Introductory Programming Courses." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/71895.

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The department of computer science, across many schools in the US, have been seeing a constant increase in enrollments over the last decade. This particularly impacts class sizes of introductory courses, as they are usually listed as required prerequisites courses. The students in these courses typically have very little or zero prior experience with programming. In such course settings, it is not an exaggeration to state that most students in these courses spend more one-on-one time with the course teaching assistants than they do with their course instructors. This implies that the kind of individual attention provided by the TAs of such courses to their students has a very high impact on the students’ learning and the quality of the TAs would greatly impact the quality of the course and directly or indirectly also impact the student retention rate and their interest in computer science for their academic/industry careers. We wanted to take a closer look at what it is that these TAs do, and how they do it. We observed TAs from two introductory courses for almost about two semesters, and conducted a focus group meeting each with TAs and students enrolled in these course. We found that the TAs felt responsible for instilling an interest in computer science in the students, apart from helping them to learn by themselves. We also found that the students see teaching assistants as a very valuable resource, when it comes to actually applying the concepts that they learn in lecture. Our findings tells us that there is a gap between what the TAs think they need to give as help to the students and what the students tend to expect from their TAs. We also discuss the implications of our findings and possible future work.<br>Master of Science
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Finch, Dylan Keifer. "Improving and Evaluating Maria: A Virtual Teaching Assistant for Computer Science Education." Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/98573.

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Many colleges face a lack of academic and emotional support for their computer science students. Previous research into this problem produced Maria, a virtual teaching assistant (TA). This initial version of Maria was able to answer student questions, provide error explanations, and praise students for effort on programming assignments. This research continues work on the Maria project with three design goals: (1) reducing obstacles to use of Maria, (2) allowing Maria to provide better academic support, and (3) allowing Maria to provide better emotional support (with less focus on this goal). Improvements were made to the initial version of Maria, including increasing the number of questions that Maria could answer, allowing Maria to suggest questions for students to ask, and adding longer back-and-forth dialogs between Maria and students. Following this, Maria was deployed to students for an evaluation. The evaluation revealed that certain features were popular (including the longer dialogs and easier access to error explanation) and that Maria was unable to provide relevant answers to many questions asked by students. Using data from the evaluation, more improvements were made to Maria to address some of her shortcomings and build on her popular features. Answers to more questions were added for questions about testing, general knowledge questions, questions about many other topics. Many of these new answers used the popular back-and-forth dialog feature. Additionally, this research discusses a system that could be used to automate the creation of new answers for Maria or any virtual teaching assistant using crowdsourcing.<br>Master of Science<br>Many colleges face a lack of academic and emotional support for their computer science students. Previous research into this problem produced Maria, a virtual teaching assistant (TA). This initial version of Maria was able to answer student questions, provide error explanations, and praise students for effort on programming assignments. This research continues work on the Maria project with three design goals: (1) reducing obstacles to use of Maria, (2) allowing Maria to provide better academic support, and (3) allowing Maria to provide better emotional support (with less focus on this goal). Improvements were made to the initial version of Maria, including increasing the number of questions that Maria could answer, allowing Maria to suggest questions for students to ask, and adding longer back-and-forth dialogs between Maria and students. Following this, Maria was deployed to students for an evaluation. The evaluation revealed that certain features were popular (including the longer dialogs and easier access to error explanation) and that Maria was unable to provide relevant answers to many questions asked by students. Using data from the evaluation, more improvements were made to Maria to address some of her shortcomings and build on her popular features. Answers to more questions were added for questions about testing, general knowledge questions, questions about many other topics. Many of these new answers used the popular back-and-forth dialog feature. Additionally, this research discusses a system that could be used to automate the creation of new answers for Maria or any virtual teaching assistant using crowdsourcing.
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Manniam, Rajagopal Mukund Babu. "Virtual Teaching Assistant to Support Students' Efforts in Programming." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/84550.

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Novice programmers often find learning programming difficult. They suffer from various misconceptions and difficulties in understanding the subject. The overall experience with programming can be negative for many students. They may feel isolated in the programming environment and think that programming is difficult for them. Many schools use automated grading tools to process student work and provide them with early feedback. Web-CAT, an open-source software system that is widely used by many universities, is an example of such an automated grading tool. We have developed a Virtual Teaching Assistant for Web-CAT, called Maria, who can support the students to help alleviate some of the negative emotions towards programming. We have used an animated pedagogical agent as the virtual assistant as certain characteristics of the agent can help with the students' perception about the virtual teaching assistant. Often, students have a fixed mindset about programming. But it is easy to master programming with practice. To promote a growth mindset, Maria also provides feedback recognizing the effort of the student in addition to the performance-oriented feedback of the students' programs. Maria can also provide motivating or encouraging comments to continue working on the assignment to get a good score. Maria can also provide information about the various errors displayed in student feedback.<br>Master of Science
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Seendani, Ajmal. "TEACHING COMPUTER SCIENCE WITHOUT COMPUTER : Teaching Computer Science in Afghan Secondary Schools." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32350.

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Computers have become so significant in todays’ world, most of the people use such kind of technology for different purposes in their life: such as computing, designing, calculation and so on. This kind of technology can help the teachers and students in learning process, or we can say that they can be used as a facilitator of the learning process. This study circulates on how the teachers teach computer science in Afghan schools grade (10 to 12), although there are no computers in the classrooms and students just have textbooks for learning computer science. The teachers teach computer theoretically. The study was conducted in 30 schools of six provinces of Afghanistan, the study was conducted based on quantitative research method using questionnaire for both teachers and students, because of security and some cultural problems just a few female teachers and students participated in the study and filling the questionnaires . The study found that majority of teachers and more than half of the students believed that computer science is important in all parts of life; majority of the participants has no access to computers in their schools. Because of having no access to computers textbooks of CS are taught through lecture and group work methods. Additionally, teachers believed that textbooks of CS is useful but have some problems and students believed that these textbooks are so useful. Finally, both teachers and students in this study have faced many problems in the field of CS, so MoE should undertake their problems and provide facilities such as computer labs, professional teachers and so on.
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Muguda, Naveenkumar Vishwanath. "Planning with Tradable Reservations in Mobile Assistants operating in Resource Constrained Environments." NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-12182003-184543/.

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Mobile devices are hand held devices used to deliver time sensitive and locale specific information to the users. In multi-user environments with limited resources, agents running on mobile devices as assistants to their users improve the social welfare in the presence of tradable reservations. The purpose of this research is to show the benefits of planning in such an environment. By conducting various experiments we study the effects, when complex plans are generated to satisfy the user specified constraints and environment enforced constraints. We observe that with tradable reservations the social welfare increases with increase in planning horizon. We also observe that tradable reservations and clairvoyance help the users satisfy their preferences and constraints imposed by environment without loss in social welfare.
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Zhang, Yuening S. M. Massachusetts Institute of Technology. "Helping teams negotiate disruptions during task execution using distributed personal assistants." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/122687.

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This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Thesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2019<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages 167-169).<br>People often collaborate on tasks, but they are also constantly overloaded. As humans, we find it particularly challenging when our local failures not only affect ourselves but also disrupt the smooth execution of the teams. This thesis provides a decision aid, d-Uhura, to help in these situations. d-Uhura is a set of computational assistants that help individuals adapt quickly to disruptions. Typically, automated systems resort to replanning when execution failures occur. However, replanning is too disruptive for human teams, and people often adapt to small failures by relaxing their requirements on the fly. By building upon Uhura, a personal assistant that helps users deal with plan over-subscription, d-Uhura can negotiate with its user to relax temporal constraints, such as deadlines, to quickly adapt to execution failures. However, Uhura is built for single users and does not consider their interaction with other individuals.<br>d-Uhura fills the gap by assisting users not only in their personal life, but also in their negotiation within and across the teams. d-Uhura achieves this with three major innovations. First, we recognize that negotiation is difficult and costly under the collaborative context because disruptions can propagate to the teams and many other individuals in the teams. In real life, people often try to handle disruptions locally to avoid disturbing the teams. Drawing insight from human teams, d-Uhura takes a decompositional approach where the negotiation process is broken into individual-level negotiation and task-level negotiation, where each individual determines how he or she can relax the requirements given what the teams need, and each coordinator for the task makes sure the individuals' adaptations together still works for the team. As a result, individuals can engage the teams in negotiation on an as-needed basis, only if they are unable to adapt locally.<br>Second, we identify that the key to enabling the above decomposition is to reduce the dependency between individuals during their execution so that they have the flexibility to adapt without affecting others. d-Uhura draws insight from temporal decoupling research to assist the individuals in reaching consensus on the temporal constraints under which each of them will act before execution. Third, privacy is often an essential requirement when we assist multiple people in their negotiation. d-Uhura is a distributed system, with one assistant for each individual, that also preserves the individual's privacy. d-Uhura contributed two schemes to preserve privacy for distributed algorithms for temporal decoupling and multi-agent negotiation, which is through conflict extraction and market-based optimization approach.<br>by Yuening Zhang.<br>S.M.<br>S.M. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
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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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Tannis, Tamika P. "Teaching computer science principles using StarLogoTNG." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/85510.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2013.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 81-83).<br>This thesis outlines the development of a 3-module set of lesson plans implemented using StarLogoTNG. The purpose of these lesson plans are to serve as a vehicle for teaching and reinforcing specific learning objectives of the CollegeBoard's Advanced Placement Computer Science Principles course, which has 7 main themes. Each lesson plan has as its focus a subset of learning objectives from one of the themes of Creativity, Data, or Internet, while simultaneously incorporating additional learning goals from the themes of Abstraction, Programming, Algorithms, and Impact. These interactive lesson plans go beyond the use of StarLogoTNG to complete specific tasks by integrating meaningful class discussions and occasional peer instruction and peer review activities. Such activities become catalysts for students to develop a deeper understanding of the course materials. By connecting learning goals from different themes of the course and packaging them in cohesive lesson plans that utilize methods of teaching for understanding, this thesis aims to provide a useful and effective set of a materials for the instruction of computer science principles.<br>by Tamika P. Tannis.<br>M. Eng.
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Denault, Alexandre. "Minueto, an undergraduate teaching development framework." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84023.

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In the last decade, the video game industry has shown unparalleled growth, both in revenue and in development complexity. Modern video games are built using powerful game development tools. However, given their complexity and scope, these tools are ill-suited for the undergraduate academic environment.<br>Minueto is a platform independent game development framework specifically designed for undergraduate students. Originally developed to help students of the course COMP-361 for their game programming project, Minueto offers a simple object-oriented API that is ideal for any 2D game development. Minueto's simple design allows students to quickly learn the framework and avoid the overhead typically associated with graphic programming. Extra effort was spent writing multiple types of documentation, each of them corresponding to different learning techniques. Minueto was first implemented in Java and used by the students of the Winter 2005 term. There was an impressive increase in the overall quality of the 2005 projects if compared to the 2004 projects. A significant decrease in the number of graphic programming complaints from the students was also noticed. This indicates that Minueto successfully reduced the graphic programming burden from the students, and allowed them to focus on the content of the game.
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Wolfe, James S. "Let the computer teach itself : an examination of teaching machines among other methods of teaching in computer science." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/546138.

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Better methods for teaching computer science are needed. While no clear winner emerges in studies on the effectiveness of teaching media, the use of several media can be mutually reinforcing. Methods available to computer science teachers include lecturing, giving projector demonstrations, conducting hands-on sessions, monitoring independent study, and making a teaching machine available for group or individual use.A main strength of the teaching machine is its furnishing immediate feedback as students answer its quizzes. Teaching machines can assist in the major components of instruction: presenting information, guiding students, providing practice, and assessing student learning. They may take the form of tutorials, drills, simulations, or games. Good tutorials include directions, presentation frames, quizzes, assessment of student responses (with hints following mistakes), and facility to branch to different parts of the machine. A teaching machine's usefulness may be validated by comparing pre-test and post-test scores, by tracking student performance, and by field observation. Machines may be used solo or as a supplement and used with a whole class or as a means for bright students to forge ahead or slow students to catch up.<br>Department of Computer Science
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Books on the topic "Computer Science Teaching Assistants"

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Partners in innovation: Teaching assistants in college science courses. Rowman & Littlefield Publishers, 2005.

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Computer science. Barron's, 1991.

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Hazzan, Orit, Noa Ragonis, and Tami Lapidot. Guide to Teaching Computer Science. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39360-1.

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Hazzan, Orit, Tami Lapidot, and Noa Ragonis. Guide to Teaching Computer Science. Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6630-6.

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Hazzan, Orit, Tami Lapidot, and Noa Ragonis. Guide to Teaching Computer Science. Springer London, 2011. http://dx.doi.org/10.1007/978-0-85729-443-2.

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1950-, Wood Elaine, ed. Computer science experiments. Facts On File, 2009.

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Schwartz, Donald V. Handbook for teaching assistants: Department of Political Science, University of Toronto. University of Toronto, Dept. of Political Science, 1990.

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Kavanagh, Geoffrey. Teaching computer studies. G. Kavanagh, 2007.

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Rakow, Steven J. Using microcomputers in teaching science. Phi Delta Kappa Educational Foundation, 1989.

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Margaret, Honey, Hilton Margaret L, National Academies Press (U.S.), and ebrary Inc, eds. Learning science through computer games and simulations. National Academies Press, 2011.

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Book chapters on the topic "Computer Science Teaching Assistants"

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Vinodchandran, N. Variyam. "Learning DNFs and Circuits Using Teaching Assistants." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-27798-9_22.

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Arvind, V., and N. V. Vinodchandran. "Exact learning via teaching assistants (Extended abstract)." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/3-540-63577-7_50.

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Ntourmas, Anastasios, Nikolaos Avouris, Sophia Daskalaki, and Yannis Dimitriadis. "Teaching Assistants in MOOCs Forums: Omnipresent Interlocutors or Knowledge Facilitators." In Lecture Notes in Computer Science. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29736-7_18.

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Bahmani, Abdullah, and Rune Hjelsvold. "From Theory to Practice: Teaching Assistants’ Role in Multi-campus Education." In Lecture Notes in Computer Science. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29374-1_53.

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Zylich, Brian, Adam Viola, Brokk Toggerson, Lara Al-Hariri, and Andrew Lan. "Exploring Automated Question Answering Methods for Teaching Assistance." In Lecture Notes in Computer Science. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52237-7_49.

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Boateng, George. "Kwame: A Bilingual AI Teaching Assistant for Online SuaCode Courses." In Lecture Notes in Computer Science. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78270-2_16.

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Nipkow, Tobias. "Teaching Semantics with a Proof Assistant: No More LSD Trip Proofs." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27940-9_3.

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Imamura, Ryuichiro, Yuuki Yokoyama, and Hironori Egi. "A Supporting System for Teaching Assistant to Control Assistant Behavior by Adjusting Instruction Time." In Communications in Computer and Information Science. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23525-3_31.

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Liao, Chin-Wen, Li-Chu Tien, and Sho-yen Lin. "An Analysis of the Function and Training Strategies of Teaching Assistants at Technological and Vocational Colleges in Taiwan." In Advances in Computer Science, Environment, Ecoinformatics, and Education. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23357-9_58.

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Ogino, Akihiro, Haruaki Tamada, and Hirotada Ueda. "Phynocation: A Prototyping of a Teaching Assistant Robot for C Language Class." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21657-2_64.

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Conference papers on the topic "Computer Science Teaching Assistants"

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Kay, David G. "Training computer science teaching assistants." In the twenty-sixth SIGCSE technical symposium. ACM Press, 1995. http://dx.doi.org/10.1145/199688.199719.

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Mirza, Diba, Phillip T. Conrad, Christian Lloyd, Ziad Matni, and Arthur Gatin. "Undergraduate Teaching Assistants in Computer Science." In ICER '19: International Computing Education Research Conference. ACM, 2019. http://dx.doi.org/10.1145/3291279.3339422.

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Garrod, Charles, Jeffrey Forbes, Colleen Lewis, and Peter-Michael Osera. "Mentoring Student Teaching Assistants for Computer Science (Abstract Only)." In SIGCSE '16: The 47th ACM Technical Symposium on Computing Science Education. ACM, 2016. http://dx.doi.org/10.1145/2839509.2850480.

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Danielsiek, Holger, Jan Vahrenhold, Peter Hubwieser, et al. "Undergraduate teaching assistants in computer science: Teaching-related beliefs, tasks, and competences." In 2017 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2017. http://dx.doi.org/10.1109/educon.2017.7942927.

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Gregg, Chris, and Colleen M. Lewis. "Working with Undergraduate Teaching Assistants." In SIGCSE '15: The 46th ACM Technical Symposium on Computer Science Education. ACM, 2015. http://dx.doi.org/10.1145/2676723.2691864.

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Lewis, Colleen M., and Phillip Conrad. "Teaching Practices Game: Interactive Resources for Training Teaching Assistants." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. ACM, 2020. http://dx.doi.org/10.1145/3328778.3366989.

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Riese, Emma. "Teaching Assistants’ Experiences of Lab Sessions in Introductory Computer Science Courses." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8659243.

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Riese, Emma, and Viggo Kann. "Teaching Assistants’ Experiences of Tutoring and Assessing in Computer Science Education." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274245.

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Riese, Emma, Madeleine Lorås, Martin Ukrop, and Tomáš Effenberger. "Challenges Faced by Teaching Assistants in Computer Science Education Across Europe." In ITiCSE 2021: 26th ACM Conference on Innovation and Technology in Computer Science Education. ACM, 2021. http://dx.doi.org/10.1145/3430665.3456304.

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Forbes, Jeffrey, David J. Malan, Heather Pon-Barry, Stuart Reges, and Mehran Sahami. "Scaling Introductory Courses Using Undergraduate Teaching Assistants." In SIGCSE '17: The 48th ACM Technical Symposium on Computer Science Education. ACM, 2017. http://dx.doi.org/10.1145/3017680.3017694.

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Reports on the topic "Computer Science Teaching Assistants"

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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, 2021. http://dx.doi.org/10.51420/brief.2021.1.

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Abstract:
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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