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Teacher Perceptions of Equity in High School Computer Science Classrooms

Authors:

Debra RichardsonAuthors Info & Claims

ACM Transactions on Computing Education (TOCE), Volume 20, Issue 3

Article No.: 24, Pages 1 - 27

https://doi.org/10.1145/3410633

Published: 28 August 2020 Publication History

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Abstract

Effective and equitable CS teaching is contingent on teachers’ robust understanding of equity issues in CS classrooms. To this end, this study examined high school teachers’ perceptions of equity during their participation in a CS teacher certificate program over two years. The participants are from various disciplines and from schools that serve under-represented students. Using a qualitative approach, we conducted content analysis of the teachers’ written reflections and responses to semi-structured interviews. Based on the justice-centered framework, we analyzed the major themes that emerged from the content analysis. The findings provide insights into high school CS teachers’ understanding of equity, the strategies that teachers use to address equity issues, and how teachers interpret the causes of inequities in CS classrooms. This research presents frameworks for examining teachers’ conceptualizations of equity and can inform the implementation of future professional development programs for CS teachers.

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https://doi.org/10.1080/08993408.2024.2320009
Denner JBell HTorres DGreen E(2023)Computing education pathways from high school to community college: key strategies for aligning institutional systemsComputer Science Education10.1080/08993408.2023.219575534:1(68-86)Online publication date: 28-Mar-2023
https://doi.org/10.1080/08993408.2023.2195755
Malmi LSheard JKinnunen PSimon Sinclair J(2022)Development and Use of Domain-specific Learning Theories, Models, and Instruments in Computing EducationACM Transactions on Computing Education10.1145/353022123:1(1-48)Online publication date: 29-Dec-2022
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Index Terms

Teacher Perceptions of Equity in High School Computer Science Classrooms
1. Social and professional topics
  1. Professional topics
    1. Computing education

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cover image ACM Transactions on Computing Education

ACM Transactions on Computing Education Volume 20, Issue 3

September 2020

200 pages

EISSN:1946-6226

DOI:10.1145/3406963

Editor:
Chris Hundhausen
Washington State University, USA

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Copyright © 2020 ACM.

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Publication History

Published: 28 August 2020

Accepted: 01 June 2020

Revised: 01 February 2020

Received: 01 July 2019

Published in TOCE Volume 20, Issue 3

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Cited By

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https://doi.org/10.1080/08993408.2024.2320009
Denner JBell HTorres DGreen E(2023)Computing education pathways from high school to community college: key strategies for aligning institutional systemsComputer Science Education10.1080/08993408.2023.219575534:1(68-86)Online publication date: 28-Mar-2023
https://doi.org/10.1080/08993408.2023.2195755
Malmi LSheard JKinnunen PSimon Sinclair J(2022)Development and Use of Domain-specific Learning Theories, Models, and Instruments in Computing EducationACM Transactions on Computing Education10.1145/353022123:1(1-48)Online publication date: 29-Dec-2022
https://dl.acm.org/doi/10.1145/3530221
Jacob SMontoya JNguyen HRichardson DWarschauer M(2022)Examining the What, Why, and How of Multilingual Student Identity Development in Computer ScienceACM Transactions on Computing Education10.1145/350091822:3(1-33)Online publication date: 22-Sep-2022
https://dl.acm.org/doi/10.1145/3500918
Veeragoudar SSullivan F(2022)Equity-based CS Case Study: An Approach to Exploring White Teachers’ Conceptions of Race and Racism in a Professional Development SettingACM Transactions on Computing Education10.1145/348733222:3(1-32)Online publication date: 9-Jun-2022
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Hodges CAkcaoglu MAllen ADoğan SMerkle LDoyle MSheard JSoh LDorn B(2022)Teacher Self-efficacy During Professional Development for Game Design and UnityProceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 210.1145/3478432.3499039(1144-1144)Online publication date: 3-Mar-2022
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Wachen JMcGee SYanek DCurry V(2022)Evolution and Impact of Instructional Coaching for Exploring Computer Science Teachers in a Large Urban District2022 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT)10.1109/RESPECT55273.2022.00023(85-89)Online publication date: 23-May-2022
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McGill MZarch RSexton SSmith JOng CRasberry MHollis S(2021)Evaluating Computer Science Professional Development for Teachers in the United StatesProceedings of the 21st Koli Calling International Conference on Computing Education Research10.1145/3488042.3488054(1-9)Online publication date: 17-Nov-2021
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