If You Build Teachers, Will Students Come? The Role of Teachers in Broadening Computer Science Learning for Urban Youth

Autor/in	Goode, Joanna
Titel	If You Build Teachers, Will Students Come? The Role of Teachers in Broadening Computer Science Learning for Urban Youth
Quelle	In: Journal of Educational Computing Research, 36 (2007) 1, S.65-88 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Minority Groups; High School Students; Secondary School Teachers; Student Participation; Disproportionate Representation; Case Studies; Faculty Development; Urban Youth; Intervention; Females; Change Agents; Urban Teaching; Science Teachers; Computer Literacy; Advanced Placement; Computer Science Education; Teacher Role; African American Students; Hispanic American Students + Suchen Sie Ihr Suchwort? Ethnische Minderheit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Case study; Fallstudie; Case Study; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Weibliches Geschlecht; Urban education; Stadtteilbezogenes Lernen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Computerkenntnisse; Computer science lessons; Informatikunterricht; Lehrerrolle; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	Despite the digital saturation of today's youth across demographic groups, students of color and females remain severely underrepresented in computer science. Reporting on a sequential mixed methods study, this article explores the ways that high school computer science teachers can act as change agents to broaden the participation in computing for historically underrepresented students. Three high school case studies reveal a critical need for professional development and support to do this work. The subsequent part of the study focuses on the impact of a district-university intervention which trained 25 urban teachers to teach Advanced Placement computer science in their schools. The swift success of this intervention was evident from the following years' dramatic increase in course offerings and enrollment of females, Latinos, and African Americans. (Contains 2 figures and 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10