Professional development for in-service teachers : research and practices in computing education

"Computer science is increasingly becoming an essential 21st century skill. As school systems around the world recognize the importance of computer science, demand for teachers who have the knowledge and skill to deliver computer science instruction is rapidly growing. Yet a number of recent st...

Full description

Saved in:
Bibliographic Details
Other Authors Mouza, Chrystalla (Editor), Ottenbreit-Leftwich, Anne (Editor), Yadav, Aman (Editor)
Format Electronic eBook
LanguageEnglish
Published Bingley, U.K : Emerald Publishing Limited : Information Age Publishing, Inc., 2022.
SeriesResearch, innovations & methods in educational technology
Subjects
Computer science > Study and teaching (Elementary) > United States.
Computer science > Study and teaching (Middle school) > United States.
Teachers > In-service training > United States.
Education > Teaching > Subjects > Science & Technology.
Teaching of a specific subject.
Educational: Sciences, general science.
elektronické knihy
electronic books
Online AccessFull text
ISBN9781806602810
DOI10.1108/978-1-64802-908-0
Physical Description1 online resource (xxiii, 401 pages)

Cover

Table of Contents:
  • Introduction: Examining professional development models for computing education / Chrystalla Mouza, Anne Ottenbreit-Leftwich, and Aman Yadav
  • Acknowledgments
  • Part I. Professional development approaches for elementary and middle school content area teachers
  • Chapter 1. Computational thinking in elementary classrooms: A toolkit to scaffold teacher learning / Aman Yadav, Kathryn M. Rich, Christina V. Schwarz, and Rachel A. Larimore
  • Chapter 2. Teacher co-design in AI? csforall research--practice partnership: Curriculum development and teacher learning / Florence R. Sullivan, W. Richards Adrion, Catherine Tulungen, and Emrah Pektas
  • Chapter 3. Professional development supporting middle school teachers to integrate computational thinking into their science classes / Quentin Biddy, Alexandra Gendreau Chakarov, Jennifer Jacobs, William Penuel, Mimi Recker, and Tamara Sumner
  • Chapter 4. Teachers' knowledge and skills in computational thinking and their enactment of AI? computationally rich curriculum / Irene Lee, Ling Hsiao, and Emma Anderson
  • Chapter 5. Looming code: A model, learning activity, and professional development approach for computer science educators / Heidee Vincent, Victor R. Lee, Aubrey Rogowski, and Mimi Recker
  • Part II. Professional development approaches for high school teachers
  • Chapter 6. Re-making education in stem classrooms with computational play / Brian E. Gravel, Maria C. Olivares, and Eli Tucker-Raymond
  • Chapter 7. Culturally responsive methods for engaging all students in computer science principles / S. Megan Che, Rhoda Latimer, Eileen Kraemer, and Murali Sitaraman
  • Chapter 8. E-books for high school computer science teachers / Barbara J. Ericson and Mark Guzdial
  • Chapter 9. Implementing AI? professional development framework to assist the rollout of computer science in second-level schools in Ireland / Oliver McGarr, Merrilyn Goos, Clare McInerney, Keith Johnston, and Una Flemming
  • Part III. Ongoing and scaling- up professional development approaches
  • Chapter 10. Supporting ongoing teacher capacity and development: Moving beyond orientation professional development to support advanced teacher learning / Leigh Ann DeLyser, Stephanie Wortel-London, and Lauren Wright
  • Chapter 11. Leveraging collective impact to scale computer science teacher professional development and certification / Carol L. Fletcher and Jayce R. Warner
  • Chapter 12. Expanding computer science opportunities: A personalizable, flexible model for professional learning / Dave Frye, Mark Samberg, and Ha Nguyen
  • Chapter 13. Code savvy educators: A professional development model for in-service educators / Lana Peterson, Cassandra Scharber, Sarah Barksdale, Andrea Wilson Vazquez, and Tom Cozzolino
  • Part IV. Alternative professional development approaches: University courses and microcredentials
  • Chapter 14. Supporting in-service teachers in understanding the potential of data and artificial intelligence to influence and impact learning / Justin Olmanson, Jennifer Davis, and Matthew Kilbride
  • Chapter 15. Credentialing computation: Empowering teachers in computational thinking through educator microcredentials / Quinn Burke, Colin Angevine, Chris Proctor, Josh Weisgrau, and Kerri Ann O'Donnell
  • Chapter 16. From clock-based to competency-based: How micro-credentials can transform professional development / Melissa A. Rasberry, Gretchen Weber, and Joseph P. Wilson
  • About the Editors
  • About the Contributors.

Similar Items