Proceedings of the 51st ACM Technical Symposium on Computer Science Education
Association for Computing Machinery
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.
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
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© The Authors, 2020.
Computer Sciences Commons, Secondary Education Commons, Teacher Education and Professional Development Commons
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