Work

What Could Impact Indigenous-serving Teachers' Computing Integration After A Culturally Responsive Professional Development?

Year: 2025

Type: conference-paper

Abstract: Computer Science (CS) professional development has increased opportunities to broaden K12 teachers' and students' exposure to CS learning. However, many Indigenous-serving teacher professional development (PD) participants could not facilitate in-classroom implementation without significant follow-up and support. This study aims to understand how the factors emerging from our CS PD affected teachers' PD transition to in-classroom implementation. We analyzed multiple data sources collected over three years of our project. We use logistic regression to explore the data from the PD course. Through analysis, our study indicates that providing teachers with targeted mentorship and ensuring the completion of detailed lesson plans are two factors in the transition of teachers' learning from PD to teachers' implementations in the classroom.

Source: ACM Technical Symposium on Computer Science Education (SIGCSE)

DOI: 10.1145/3641555.3705279

Authors: Wei Yan, Ashish Amresh, Jeffrey Allen Hovermill, Paige Prescott

Institution: Northern Arizona University

Language: English

Topic: Teaching and Learning Programming

Subfield: Computer Science Applications

Field: Computer Science

Domain: Physical Sciences

SDG: Quality education

Open Access status: bronze

Funder: National Science Foundation