Computer Science and Engineering, Department of
First Advisor
Leen-Kiat Soh
Second Advisor
Gwen Nugent
Third Advisor
Witawas Srisa-an
Date of this Version
Winter 10-19-2020
Citation
Morrow, Patrick (2020). "INVESTIGATING FACTORS PREDICTING EFFECTIVE LEARNING IN A CS PROFESSIONAL DEVELOPMENT PROGRAM FOR K-12 TEACHERS". MS thesis, University of Nebraska-Lincoln
Abstract
The demand for K-12 Computer Science (CS) education is growing and there is not an adequate number of educators to match the demand. Comprehensive research was carried out to investigate and understand the influence of a summer two-week professional development (PD) program on teachers’ CS content and pedagogical knowledge, their confidence in such knowledge, their interest in and perceived value of CS, and the factors influencing such impacts. Two courses designed to train K-12 teachers to teach CS, focusing on both concepts and pedagogy skills were taught over two separate summers to two separate cohorts of teachers. Statistical and SWOT analyses were then performed using measures such as attitudinal surveys and knowledge assessments. Findings showed the PD program had a significant impact on the teachers, there was a positive correlation between teachers’ pre-program confidence and knowledge, and additional insights on how to deliver such PD programs more effectively. Results will help inform K-12 CS PD program design.
Advisor: Leen-Kiat Soh
Comments
A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Science, Major: Computer Science, Under the Supervision of Professor Leen-Kiat Soh. Lincoln, Nebraska: June 2020
Copyright © 2020 Patrick Morrow