Investigating Factors Predicting Effective Learning in a CS Professional Developement Program for K-12 Teachers

Authors

Patrick Morrow, University of Nebraska-LincolnFollow

First Advisor

Leen-Kiat Soh

Second Advisor

Gwen Nugent

Third Advisor

Witawas Srisa-an

Date of this Version

10-19-2020

Document Type

Thesis

Citation

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

Comments

Copyright © 2020, Patrick Morrow. Used by permission

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