The Changing Profile of ECS Teachers

Authors

Steven McGee, The Learning PartnershipFollow
Lucia Dettori, DePaul UniversityFollow
Ronald I. Greenberg, Loyola University ChicagoFollow
Andrew M. Rasmussen, Chicago Public SchoolsFollow
Dale F. Reed, University of Illinois at ChicagoFollow
Don Yanek, Chicago Public SchoolsFollow

Document Type

Book Chapter

Publication Date

2-2020

Publication Title

Proceedings of the 51st ACM Technical Symposium on Computer Science Education

Pages

1382

Publisher Name

Association for Computing Machinery

Abstract

This study compares the characteristics and professional development (PD) experiences between teachers who began teaching Exploring Computer Science before and after the enactment of a CS graduation requirement in the Chicago Public Schools. The post-requirement teachers were less likely to have a CS background, but their experience in the ECS PD and their level of confidence at the end of the PD were equivalent to the early adopters.

Comments

Author Posting © The Authors, 2020. It is posted here by permission of The Authors for personal use, not for redistribution. The definitive version was published in Proceedings of the 51st ACM Technical Symposium on Computer Science Education, February, 2020. https://doi.org/10.1145/3328778.3372679

Recommended Citation

McGee, Steven; Dettori, Lucia; Greenberg, Ronald I.; Rasmussen, Andrew M.; Reed, Dale F.; and Yanek, Don. The Changing Profile of ECS Teachers. Proceedings of the 51st ACM Technical Symposium on Computer Science Education, , : 1382, 2020. Retrieved from Loyola eCommons, Computer Science: Faculty Publications and Other Works, http://dx.doi.org/10.1145/3328778.3372679

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Copyright Statement

© The Authors, 2020.