Relevant bibliographies by topics / Women as college teachers

Contents

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

Academic literature on the topic 'Women as college teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Women as college teachers"

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Kamala H, Kamala H., and Dr K. Jayashankar Reddy. "A Comparision of Happiness Among Men and Women College Teachers in Bengaluru." Indian Journal of Applied Research 3, no. 4 (October 1, 2011): 113–14. http://dx.doi.org/10.15373/2249555x/apr2013/35.

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Angus, Lawrence B. "Masculinity and Women Teachers at Christian Brothers College." Organization Studies 14, no. 2 (March 1993): 235–60. http://dx.doi.org/10.1177/017084069301400204.

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In this paper I attempt to fill partially a gap identified by Mills (1988) who claims that, despite the emergence of a strong body of literature on organizational culture, gender has remained 'at best' a marginal theme in this literature. Draw ing upon notions of agency and structure, I report a case study of aspects of the construction of masculine subjectivities in a Catholic boys' school, and of the encounter of women teachers with its organizational culture. Such a focus is particularly revealing of the institution's gender regime. I examine gender as an aspect of background rules and hegemonic culture as they are mediated within the institutional context of the school. Finally, I consider the responses of the women to their encounter with the institution in terms of feminist possibilities for organizational reform.
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Mercy., HMaryVinora. "OCCUPATIONAL STRESS OF WOMEN COLLEGE TEACHERS IN MADURAI CITY." International Journal of Advanced Research 5, no. 7 (July 31, 2017): 2586–94. http://dx.doi.org/10.21474/ijar01/5001.

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Dr. Hanan Dhia Akef Alsalihi. "English Department Students' Attitudes towards Teaching Profession." journal of the college of basic education 25, no. 105 (December 1, 2019): 376–91. http://dx.doi.org/10.35950/cbej.v25i105.4805.

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Attitudes refer to the inside tendency and thoughts that reflect when a person is displayed to some phenomenon. The main objectives of the present research are to: discover EFL students' attitudes towards teaching profession, and find out if there is a statistical significant difference in attitudes between students at the college of Education "Ibn Rushd" and students at the college of Education for women in Baghdad University? and to discover, if there is a statistical significant difference in attitudes between males and females? The sample is 90 students are selected from in-service training teachers \ fourth stage at college of education Ibn_Rushd and college of education for women. The researcher uses an attitude scale as a tool which consists of a 20 item "likert scale" consists of six subscales. Each one has a statement that pertains to a particular aspect of possibility and assessing teacher’s vocational attitudes. The results show that EFL female students' as well as males do have real tendency toward teaching profession, the Mean values shows that no significant difference between the two colleges (college of education for women & college of Ibn Rushd) about their attitude which means both of them show favourable attitude toward teaching profession.
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Кошлякова and Mariya Koshlyakova. "Social and communicative role of a gender." Modern Communication Studies 2, no. 5 (October 16, 2013): 44–47. http://dx.doi.org/10.12737/1250.

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The notion of the gender will concentrate the attention on socially built differences of men and women, reflects some cultural stereotypes and ideals of masculinity and femininity, sexual division of labor in social institutions and organizations. The comprehension of various gender styles of behavior should be considered in professional activity of a college teacher. The profession of a college teacher is marked with masculine gender markers first of all. A survey among students has been conducted to reveal the gender speech models of college teachers in the Russian State University of Tourism and Service.
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Randhawa, Bikkar S., and Barbara Pavelich. "Evidence on Validity for the Teaching Behavior Rating Scale." Psychological Reports 81, no. 2 (October 1997): 451–61. http://dx.doi.org/10.2466/pr0.1997.81.2.451.

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A Teaching Behavior Rating Scale was developed for rating teacher-interns after about eight weeks of school experience. The scale consists of 16 positively worded 11-point scale items. Using the scale, both the 10 college faculty supervisors and the 67 cooperating teachers rated 67 interns, 30 men and 37 women. The participating interns had been administered the personality section of the Personal Profile Program before commencement of their internships. Total scores for the thematic essays the interns wrote for their admission interview for the college as well as the interviewers' over-all scores were also used. The internal consistency coefficients for the teachers' and college faculty ratings, respectively, were both .98. A four-factor principal components analysis of the 14 variable correlation matrix yielded parsimonious factors after oblimin oblique rotation. Consistent with theory, scale scores for teachers and college faculty are strongly correlated ( r = .73). Also, perception of teaching skill is related to the interns' scores for lower dominance and higher flexibility.
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Al - Noori, Bushra Saadoon. "Teaching English as a Foreign Language in Iraq." Iraqi Administrative Sciences Journal 2, no. 4 (December 30, 2018): 409–46. http://dx.doi.org/10.33013/iqasj.v2n4y2018.pp409-446.

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Baghdad University is located in Baghdad; the Capital of Iraq, consists of many colleges via Sciences and Humanities , for example: College of languages, College of Arts, College of Education for Women and College of Education /Ibn Rushd and others. Each one of these Colleges consists of various departments. Our department is the English Department for four academic years. In the First year, we have four sections of more than fifty students each. Our students are boys and girls and all of them are going to be English Language Teachers because all these four academic years will make them qualified to be so. The government helps them to find jobs immediately after graduation. In these four years, our students spend 45 days in schools as a student - teacher and the staff members are visiting those two or three times to evaluate them in relation to the method of teaching and daily plan. Staff members will evaluate the way of treating the pupils in the secondary school, their way of teaching, their confidence inside the classrooms and many other points.
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Atika, Samrana. "The Impact Of Tertiary Education On Development Of Moderate Society In Pakistan." Contemporary Issues in Education Research (CIER) 3, no. 2 (November 8, 2010): 61. http://dx.doi.org/10.19030/cier.v3i2.178.

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The study aimed to find out the impact of tertiary education on development of moderate Islamic society in Pakistan. The population of the study constituted of all the teachers engaged on teaching and all the students studying in the colleges. The study was delimited to the area of public sector college education. Cluster sampling technique was used for choosing a sample from 100 male and 100 female colleges. Three teachers and nine students were selected from each college. Two questionnaires were used as the research instruments for collection of data after pilot testing. Collected data was tabulated, analyzed and discussed category-wise as teachers and students. To analyze the data, mean, standard deviation, standard error of mean, estimated population mean and Z-Value were applied for getting the results. On the basis of the analysis it was concluded that college education promoted the modern way of life in society by giving sense o responsibility, improving women status and removing frustration. It improved confidence, awoke love feelings for country and the sense of responsibility.
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Meredith, Gerald M. "Ethnicity and Sex Differences in the Concept of the Ideal College Teacher." Psychological Reports 63, no. 1 (August 1988): 332–34. http://dx.doi.org/10.2466/pr0.1988.63.1.332.

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Study examined the influence of ethnic background and sex classification on students' ratings of the “ideal” college teacher. Responses of 1186 Japanese-American and 594 Caucasian-American men and women on 28 characteristics of teachers were compared. Findings were interpreted in light of Vinacke's competitive game strategies and Kitano's traditional Japanese values.
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Bacolod, Marigee. "Who Teaches and Where They Choose to Teach: College Graduates of the 1990s." Educational Evaluation and Policy Analysis 29, no. 3 (September 2007): 155–68. http://dx.doi.org/10.3102/0162373707305586.

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This article investigates the key determinants of entry into the teaching profession and the subsequent sorting of new teachers across urban, suburban, and rural schools. Of particular interest is the relative importance of teacher salaries, alternative labor market opportunities, and nonpecuniary job attributes or working conditions to this decision process. Results from a nested logit model applied to the Baccalaureate and Beyond Longitudinal Study show that working conditions play a relatively more important role in determining where new teachers end up choosing to teach, rather than differences in teacher salaries. This is especially true for women. Meanwhile, wages play a relatively more important role in the occupational entry decision. In addition, there is significant variation in teacher quality indicators across these school locations.
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Dissertations / Theses on the topic "Women as college teachers"

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Ward, Beverley Lorraine. "The female professor : a rare Australian species, the who and how /." Ward, Beverley Lorraine (2003) The female professor: a rare Australian species, the who and how. PhD thesis, Murdoch University, 2003. http://researchrepository.murdoch.edu.au/387/.

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Although many studies have been made of female academic staff in Australia, there has been no discrete study of Australian female professors as an occupational class or of the relatively rare incumbents of this important position. This thesis makes a contribution to this previously unexplored area by providing a descriptive profile of current professors at Australian universities and an insight into female professors' perspectives on how they managed their entry into the Australian professoriate. It responds to the twin central questions: 'Who are the female occupants in the Australian professoriate and how have they managed their way through the academic hierarchy'? A profile of current female Australian professors, constructed via a questionnaire, provides the study with a foundation -- a background from which to view the interpretative data. This part of the research also makes a contribution to the social arithmetic of higher education, by presenting systematic demographic information on female professors in Australian universities. Subsequently 13 in-depth interviews were conducted, giving a 'voice' to the professors. This enabled the research to identify and explore six major themes - career, role, significant others, gender, change, and reflection. The thesis presents the data collected in the questionnaire and interviews, discusses and interprets the research findings, and provides an insight into the milieu in which the female professors function. It includes an overview of some of the critical literature pertinent to the topic - female professors and their working lives - from both an Australian and an international perspective. It also details the methodology used in the study, which included both quantitative and qualitative research tools, and describes the theoretical position which frames the qualitative part of the research, symbolic interactionism, which is located within the hermeneutic/interpretive paradigm in social research.
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Dallimore, Elise J. "The role of memorable messages in the socialization experiences of new university faculty : the impact of gender and disciplinary affiliation on the process of organizational and occupational assimilation /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/8228.

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Zhang, Lili. "Stress and coping among women academics in research universities of China /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23295934.

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Zheng, Runping. "Chinese academic women in economic transformation." access full-text online access from Digital Dissertation Consortium, 1996. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9640260.

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Schultz, Nicole J. "Balancing faculty careers and family work tenure-track women's perceptions of and experiences with work/family issues and their relationships to job satisfaction /." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1182799118.

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Warner, Smith Penny, and n/a. "Women and secondary teacher training at Goroka Teachers' College, Papua New Guinea, 1979-1984." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061108.163320.

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Jaffer, Rozmina Akbarali. "Diversity in higher education hiring policies and practices to diversify faculty in the College of Agriculture at a midwestern university /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. Dept of Higher, Adult, Lifelong Education, 2008.
Title from PDF t.p. (viewed on Aug. 19, 2009) Includes bibliographical references (p. 182-194). Also issued in print.
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Gamelin, Anastasia Kamanos. "Home and away : the female artist in academia." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36933.

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This dissertation explores the conflicts, contradictions and paradoxes inherent in the lives of those women who, as artists and academics, seek to connect their personal and professional lives in their work. It explores how creativity and the pursuit of self-knowledge relate to the lives of female artists and academics. The dissertation arises from a study of my own experience as woman, writer and academic.
Inquiries into creativity and feminist, critical and cultural theory provide the framework for examining how the identity of the female artist is shaped within the patriarchal institution of academia, an institution originally created by, and for, men and still strongly influenced by this history. These inquiries allow a deeper understanding of the impact of this institution on the life and work of the female artist both within and beyond the academy. As a self-study, the distinctive voice of this dissertation is developed through autobiographical narratives, journals, letters and a development of personal metaphors, as well as through a dialogue with others. This is therefore a performative text in which narratives map a process of transformation that traces the artist's path from silence to voice.
This work has important implications for women in higher education as self-study is revealed to be an essential methodological instrument for the articulation of alternative, authentic perspectives of marginalized and under-represented women. Moreover, the acknowledgement of the academic/artist paradigm in teacher education opens the path for a re-viewing of the metaphors of self-denial, impersonation and masks that are part of the landscape of teacher knowledge.
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Mucheck, Judith Lynne. "A case study of a gender-reconstructed Catholic university the professional lives of four women faculty members /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11282007-162611/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Philo Hutcheson, committee chair; Mary Deming, Sheryl Gowen, Christine Coley, committee members. Electronic text (116 p.) : digital, PDF file. Description based on contents viewed Oct. 6, 2008. Includes bibliographical references (p. 105-112).
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Vest, Cynthia Ann. "Job Satisfaction Among Women Accounting Educators." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279359/.

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A national survey was conducted to investigate job satisfaction among women accounting educators at four-year college and universities in the United States. The purpose of the study was to determine if differences existed among women accounting educators at research, doctoral, master's, and baccalaureate institutions in three areas relating to job satisfaction: levels of job satisfaction, individual sources of job satisfaction, and structural sources of job satisfaction. Also, the relationships among these three areas of job satisfaction were examined. A stratified random sample of 755 women accounting educators was selected from the population of 1,519 women. A mailed questionnaire was used to collect data. A total of 495 (66%) questionnaires were returned. Women accounting educators expressed satisfaction with co-workers, supervision, and work. They were neutral regarding satisfaction with pay and dissatisfied with promotion opportunities. A difference was detected between satisfaction with pay and type of institution. Differences were found between individual sources of job satisfaction and type of institution. The differences were attributable to education level and the personality characteristics of conscientiousness and openness. Differences were detected between structural sources of job satisfaction and type of institution. Academic rank, salary, tenure, institutional resources, and job functions accounted for the differences. Significant relationships were found between individual and structural sources of job satisfaction and levels ofjob satisfaction. Satisfaction with co-workers was related to agreeableness, conscientiousness, neuroticism, institutional resources, mentoring, and time spent on research. Satisfaction with pay was related to neuroticism, salary, academic rank, and institutional resources. Satisfaction with promotion opportunities was related to agreeableness, salary, tenure, institutional resources, mentoring, networking, other job functions, and type of institution. Satisfaction with supervision was related to personal roles, agreeableness, salary, institutional resources, mentoring, research, and advising students. Satisfaction with work was related to marital status, personal roles, agreeableness, neuroticism, institutional resources, and mentoring. It was concluded that differences exist among women accounting educators at research, doctorate, master's, and baccalaureate institutions. Also, it was possible to determine relationships between individual and structural sources ofjob satisfaction and levels ofjob satisfaction.
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Books on the topic "Women as college teachers"

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Women in faculties of teacher training institutions in Ethiopia. Addis Ababa: UNESCO International Institution for Capacity Building in Africa, 2003.

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Logan, Patitu Carol, ERIC Clearinghouse on Higher Education., and Association for the Study of Higher Education., eds. Faculty job satisfaction: Women and minorities in peril. Washington, D.C: School of Education and Human Development, George Washington University, 1992.

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Committee on the Position of Women Academics in Third Level Education in Ireland. Women academics in Ireland: Report of the Committee on the Position of Women Academics in Third Level Education in Ireland. Dublin: Published by The Higher Education Authority, 1987.

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Allen, Felicity. Women academics in Australian universities. Canberra: Australian Govt. Pub. Service, 1990.

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O, Kwanashie Helen, and National Association of Women Academics (Nigeria), eds. Nawacs 2nd International Conference: Abuja-Federal Capital, 5th-10th September, 2000 : the book of abstracts. Abuja, Federal Capital, Nigeria: National Association of Women Academics, 2000.

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Moray, Mercedes Santos. El rosario mágico de la Novoa. La Habana: Centro Cultural Pablo de la Torriento Brau, 2000.

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Toren, Nina. Integration processes and problems of a minority: Women in Israeli universities. Jerusalem: [s.n.], 1986.

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Simeone, Angela. Academic women: Working towards equality. South Hadley, Mass: Bergin & Garvey, 1987.

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African-born women faculty in the United States: Lives in contradiction. Lewiston, N.Y: Edwin Mellen Press, 2008.

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Three women. New York: HarperTorch, 2000.

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Book chapters on the topic "Women as college teachers"

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Harris, Shani N., Kai M. McCormack, Angela Farris-Watkins, Juanchella Grooms Francis, and Karen Brakke. "Teaching introductory psychology in a historically Black liberal arts college for women: Spelman College." In Transforming introductory psychology: Expert advice on teacher training, course design, and student success., 241–46. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000260-015.

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Hayes, Kecia, and Emily Zemke. "Teachers College Partnership Schools Consortium." In Community Engagement in Higher Education, 185–208. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-007-9_11.

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Cleugh, M. F. "The Morale of Teachers." In Discipline and Morale in School and College, 140–52. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003175438-17.

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Cleugh, M. F. "Teachers' Views on Discipline." In Discipline and Morale in School and College, 90–105. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003175438-12.

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López, Miguel David Rojas, Ludym Jaimes Carrillo, and Stefania Fernández García. "Levels of Trust in College Teachers." In Advances in Human Factors, Business Management, Training and Education, 1091–99. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42070-7_99.

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Friedman, Carly K., Melanie Ayres, and Campbell Leaper. "Feminist Identity in College Women." In Encyclopedia of Quality of Life and Well-Being Research, 2253–57. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_4133.

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Friedman, Carly K., and Melanie M. Ayres. "Feminist Identity in College Women." In Encyclopedia of Quality of Life and Well-Being Research, 1–8. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-69909-7_4133-2.

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Ahad, Nazirul Mubin, and Mohammad Hilmy Baihaqy. "Training MIB Among Teachers in Brunei’s Religious Teachers University College." In Globalisation, Education, and Reform in Brunei Darussalam, 219–33. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77119-5_11.

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Li, Yulong. "EAP and EAP Teachers." In Educational Change Amongst English Language College Teachers in China, 7–23. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3053-1_2.

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Novak, Elena, and Sonya Wisdom. "Using 3D Printing in Science for Elementary Teachers." In Active Learning in College Science, 729–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33600-4_45.

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Conference papers on the topic "Women as college teachers"

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Yao, JianWen. "The Investigation and Analysis on Women PE Teachers' Health in Colleges and Universities." In 2014 International Conference on Social Science (ICSS-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icss-14.2014.39.

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Yoon, Jeong-Ah, Myoung-Hee Kim, and Hye-Won Jeon. "Perimenstrual Discomforts among College Women." In Health Care and Nursing 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.88.33.

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Sadik, Olgun. "Encouraging Women to Become CS Teachers." In GenderIT '15: The Third Conference on GenderIT. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2807565.2807715.

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Yang, Shuo. "On the Evaluation of College Teachers." In International Conference on Education, Management and Information Technology. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemit-15.2015.77.

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Han, Zhiying. "College teachers' information literacy training research." In 2016 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.420.

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Boyomo, M., G. H. Kom, B. Siebatcheu, M. L. Asse, R. Woulache, E. Mvoudjo, Beverly Karplus Hartline, Renee K. Horton, and Catherine M. Kaicher. "Overcoming Underrepresentation of Women Physics Teachers in Cameroon: Preliminary Study." In WOMEN IN PHYSICS: Third IUPAP International Conference on Women in Physics. AIP, 2009. http://dx.doi.org/10.1063/1.3137924.

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Zhang, Xiaofang, and Jianhui Liu. "Scientific Incentive Mechanism of College English Teachers." In International Academic Workshop on Social Science (IAW-SC-13). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/iaw-sc.2013.154.

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Lv, Xin. "Role Positioning for College Oral English Teachers." In 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.59.

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Gao, Le. "The Influence of College Teachers' Cultural Quality on College Students' Cultural Quality." In 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emcs-17.2017.270.

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Tanemura, Masako, Fumiko Okiharu, Kyoko Ishii, Haruka Onishi, Mika Yokoee, Hiroshi Kawakatsu, Beverly Karplus Hartline, Renee K. Horton, and Catherine M. Kaicher. "History and Objectives of LADY CATS (Women Physics Teachers in Japan) (abstract)." In WOMEN IN PHYSICS: Third IUPAP International Conference on Women in Physics. AIP, 2009. http://dx.doi.org/10.1063/1.3137887.

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Reports on the topic "Women as college teachers"

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Fitzpatrick, Maria. Teaching, Teachers Pensions and Retirement across Recent Cohorts of College Graduate Women. Cambridge, MA: National Bureau of Economic Research, September 2016. http://dx.doi.org/10.3386/w22698.

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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, January 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.
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Harmon, Michelle M. Nutritional Lifestyles of College Women. Fort Belvoir, VA: Defense Technical Information Center, June 2001. http://dx.doi.org/10.21236/ada388011.

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Goldin, Claudia, Lawrence Katz, and Ilyana Kuziemko. The Homecoming of American College Women: The Reversal of the College Gender Gap. Cambridge, MA: National Bureau of Economic Research, April 2006. http://dx.doi.org/10.3386/w12139.

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Goldin, Claudia. Career and Family: College Women Look to the Past. Cambridge, MA: National Bureau of Economic Research, July 1995. http://dx.doi.org/10.3386/w5188.

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Corcoran, Sean, William Evans, and Robert Schwab. Changing Labor Market Opportunities for Women and the Quality of Teachers 1957-1992. Cambridge, MA: National Bureau of Economic Research, September 2002. http://dx.doi.org/10.3386/w9180.

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Grove-Heuser, Jennifer. Women as Transformational Leaders: Learning to Lead in the Community College. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2702.

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Brown, Megan. "A College for Women, or Something Like It": Bedford College and the Women's Higher Education Movement, 1849-1900. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.209.

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Goldin, Claudia. The Meaning of College in the Lives of American Women: The Past One-Hundred Years. Cambridge, MA: National Bureau of Economic Research, June 1992. http://dx.doi.org/10.3386/w4099.

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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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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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