CodeJoy: A Teachers’ CS Confidence Catalyst

Outline

The poster will contain four sections:

1. Statement of the problem and literature review-Despite the widespread adoption of CS standards, most teachers do not have a background in CS, and most PDs do not offer the necessary components (duration, focus on content and pedagogy, coherence, active learning, collective participation, and follow up support). However, some PD can effectively support teachers' growth. This poster looks at how teachers rated their confidence in CS knowledge and teaching ability pre and post-PD.

2. Methods-An overview of the teacher participants and statistical analyses run (approximately 400 teachers K-12) and matched pair t-tests.

3. Findings-What do the data show: statistically significant differences pre and post-PD

4. Discussion-Why the findings are pertinent, and how the CodeJoy approach adheres to research based findings on effective PD.

Supporting research

Research on PD:
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Burke, B. M. (2013). Experiential professional development: A model for meaningful and long-lasting change in classrooms. Journal of Experiential Education, 36(3), 247-263.
Corcoran, T. B., McVay, S., & Riordan, K. (2003). Getting it right: The MISE approach to professional development. Philadelphia, PA: Consortium for Policy Research in Education.
Century, J., Lach, M., Wilson, C., Guzdial, M., Chapman, G., & Astrachan, O. (2013). Expanding access to K-12 computer science education: Research on the landscape of computer science professional development. In Proceeding of the 44th ACM Technical Symposium on Computer Science Education (pp. 541-542). ACM.
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Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81-112.
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Hill, H. C., & Ball, D. L. (2004). Learning mathematics for teaching: Results from California's mathematics professional development institutes. Journal for Research in Mathematics Education, 35(5), 330-351.
Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406.
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Kennedy, M. (1998). Form and substance in inservice teacher education. National Institute for Science Education.
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Mouza, C., Sheridan, S., Lavigne, N. C., & Pollock, L. (2023). Preparing undergraduate students to support K-12 computer science teaching through school-university partnerships: reflections from the field. Computer Science Education, 33(1), 3-28.
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Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(9), 963-980.
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Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. L. (2007). Reviewing the evidence on how teacher professional development affects student achievement. Issues & Answers. REL, 33, 1-62.