Are Teachers and Schools Ready to Accept Computer Science as a Graduation Requirement?

Autor/inn/en	Judson, Eugene; Glassmeyer, Kristi
Titel	Are Teachers and Schools Ready to Accept Computer Science as a Graduation Requirement?
Quelle	In: Journal of Research on Technology in Education, 51 (2019) 4, S.311-325 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Judson, Eugene) ORCID (Glassmeyer, Kristi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2019.1624661
Schlagwörter	High School Teachers; Computer Science Education; School Readiness; Beliefs; Teacher Attitudes; Secondary Education; Enrollment; Socioeconomic Status; High Schools; Graduation Requirements; Educational Policy; Mathematics Education; Arizona + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Computer science lessons; Informatikunterricht; Readiness for school; School ability; Schulreife; Belief; Glaube; Lehrerverhalten; Sekundarbereich; Einschulung; Socio-economic status; Sozioökonomischer Status; Abschlussordnung; Politics of education; Bildungspolitik; Mathematische Bildung
Abstract	Recent policies across the United States support rigorous high school computer science courses acting as flex credit courses. This allows the courses to count as graduation requirements in lieu of traditional mathematics or science courses. In this study, 457 teachers in high schools that had not yet adopted flex credit policies indicated school readiness and personal beliefs regarding counting computer science as a mathematics or science requirement. Tangible first-order barriers (e.g., appropriate curriculum) were greater hurdles than intrinsic second-order barriers (e.g., beliefs). Other notable findings included viewing computer science counting as a mathematics requirement more favorably than as a science requirement; science teachers being least positive about computer science as a core requirement; and school socioeconomic status and enrollment size not being correlated to perceptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01