Computer science teacher professional development in the United States: a review of studies published between 2004 and 2014

References

• Ahamed, I., Brylow, D., Ge, R., Madiraju, P., Merrill, S. J., Struble, C. A., & Early, J. P. (2010). Computational thinking for the sciences: A three day workshop for high school science teachers. In Proceedings from SIGCSE’10: The 41st ACM Technical Symposium on Computer Science Education (pp. 42–46). Milwaukee, WI. doi:10.1145/1734263.1734277
   Google Scholar
• Al-Bow, M., Austin, D., Edgington, J., Fajardo, R., Fishburn, J., Lara, C., … Meyer, S. (2009, July 6–9). Using game creation for teaching computer programming to high school students and teachers. In Proceedings from ITiCSE’09, France ACM SIGCSE Bulletin (vol. 41, pp. 104–108). Paris.
   Google Scholar
• Armoni, M., & Gal-Ezer, J. (2014). Early computing education ACM Inroads, 5, 54–59.10.1145/2684721
   Google Scholar
• Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved and what is the role of the computer science education community? ACM Inroads, 2(1), 48–54.
   Google Scholar
• Bell, T., Arpaci-Dusseau, A., Witten, I. H., & Fellows, M. (2010). Computer science unplugged: Understanding computing through games and puzzles. hubei: Huazhong University of Science and Technology Press.
   Google Scholar
• Bell, S., Frey, T., & Vasserman, E. (2014). Spreading the word: Introducing pre-service teachers to programming in the K-12 classroom. In Proceedings of the 45th ACM Technical Symposium on Computer Science Education (pp. 187–192). Atlanta, GA: ACM.10.1145/2538862
   Google Scholar
• Bernier, D., & Margolis, J. (2014). The revolving door: Computer science for all and the challenge of teacher retention. Exploring Computer Science Working Paper. Retrieved from http://www.exploringcs.org/wp-content/uploads/2014/04/The-Revolving-Door-computerscience-for-All-and-the-Challenge-of-Teacher-Retention-Final.pdf
   Google Scholar
• Blum, L., & Cortina, T. J. (2007). CS4HS: An outreach program for high school computer science teachers. In Proceedings of the SIGCSE’07: The Technical Symposium on Computer Science Education (pp. 19–23). Covington, KY. doi:10.1145/1227310.1227320
   Google Scholar
• Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33, 3–15.10.3102/0013189X033008003
   Google Scholar
• Bort, H., & Brylow, D. (2013). CS4Impact: Measuring computational thinking concepts present in CS4HS participant lesson plans. In Proceedings from SIGCSE’13: The 44th ACM Technical Symposium on Computer Science Education (pp. 427–432). Denver, CO. doi:10.1145/2445196.2445323
   Google Scholar
• Bryk, A. S., Sebring, R. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press.
   Google Scholar
• Chi, M. T. H. (2009). Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1, 73–105.10.1111/tops.2009.1.issue-1
   PubMed Web of Science ®Google Scholar
• Cho, S., Pauca, P., Johnson, D., & James, Y. V. (2014). Computational thinking for the rest of us: A liberal arts approach to engaging middle and high school teachers with computer science students. In Proceedings of the Society for Information Technology & Teacher Education International Conference (Vol. 2014, pp. 79–86) Jacksonville, FL.
   Google Scholar
• Cuny, J. (2012). Transforming high school computing. ACM Inroads, 3, 32–36. doi:10.1145/2189835.2189848.
   Google Scholar
• Darling-Hammond, L., Wei, R., Andree, A., Richardson, N., & Orphanos, S. (2009, February). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. National Staff Development Council. Retrieved March 7, 2015, from. http://learningforward.org/docs/pdf/nsdcstudy2009.pdf
   Google Scholar
• desJardins, M., & Martin, S. (2013). CE21 – Maryland: The state of computer science education in Maryland high schools. In Proceedings from SIGCSE’13: The 44th ACM Technical Symposium on Computer Science Education (pp. 711–716). Denver, CO. doi:10.1145/2445196.2445402
   Google Scholar
• Desimone, L. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38, 181–199.10.3102/0013189X08331140
   Web of Science ®Google Scholar
• 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, 81–112.10.3102/01623737024002081
   Web of Science ®Google Scholar
• DuFour, R. (2004). What is a professional learning community? Educational Leadership, 61, 6–11.
   Web of Science ®Google Scholar
• Ericson, B., Guzdial, M., & Biggers, M. (2007). Improving secondary computer science education: Progress and problems. In Proceedings from SIGCSE’07: The 38th SIGCSE Technical Symposium on Computer Science Education (pp. 298–301). Covington, KY. doi:10.1145/1227310.1227416
   Google Scholar
• Franke, B., 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 Proceedings from SIGCSE’13: The 44th ACM Technical Symposium on Computer Science Education (pp. 541–542). Denver, CO. doi:10.1145/2445196.2445358
   Google Scholar
• Franklin, D. (2015). Putting the computer science in computing education research. Communications of the ACM, 58, 34–36.10.1145/2728770
   Web of Science ®Google Scholar
• Gal-Ezer, J., & Stephenson, C. (2010). Computer science teacher preparation is critical. ACM Inroads, 1, 61–66. doi:10.1145/1721933.1721953.
   Google Scholar
• Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915–945.10.3102/00028312038004915
   Web of Science ®Google Scholar
• Goode, J. (2007). If you build teachers, will students come? The role of teachers in broadening computer science learning for urban youth. Journal of Educational Computing Research, 36, 65–88.10.2190/2102-5G77-QL77-5506
   Google Scholar
• Goode, J. (2010). Connecting K-16 curriculum & policy: Making computer science engaging, accessible, and hospitable for underrepresented students. In Proceedings from SIGCSE’10: The 41st ACM Technical Symposium on Computer Science Education (pp. 22–26). Milwaukee, WI. doi:10.1145/1734263.1734272
   Google Scholar
• Goode, J., Chapman, G., & Margolis, J. (2012). Beyond curriculum. ACM Inroads, 3, 47–53.10.1145/2189835
   Google Scholar
• Goode, J., Chapman, G., & Margolis, J. (2014). Curriculum is not enough: The educational theory and research foundation of the exploring computer science professional development model. In Proceedings from SIGCSE’14: Proceedings of the 45th ACM technical symposium on Computer Science Education (pp. 493–498). Newyork, NY. doi:10.1145/2538862.2538948
   Google Scholar
• Grover, S., & Pea, R. (2013). Computational thinking in K-12: A review of the state of the field. Educational Researcher, 42, 38–43. doi:10.3102/0013189x12463051.
   Web of Science ®Google Scholar
• Guzdial, M. (2014a). We may be 100 years behind in making computing education accessible to all. (Blog post published at the Communications of the ACM). Retrieved from http://cacm.acm.org/blogs/blog-cacm/171475-we-may-be-100-years-behind-in-making-computing-education-accessible-to-all/fulltext
   Google Scholar
• Guzdial, M. (2014b). Teach the teachers, and contribute to humanity. Communications of the ACM, 57, 10–11.
   Web of Science ®Google Scholar
• Guzdial, M., Ericson, B., Mcklin, T., & Engelman, S. (2014). Georgia computes! An intervention in a US state, with formal and informal education in a policy context. ACM Transactions on Computing Education, 14, 13:1–13:29. doi:10.1145/2602488
   Web of Science ®Google Scholar
• Hart, M., Early, J. P., & Brylow, D. (2008). A novel approach to K-12 computer science education: Linking mathematics and computer science. In Proceedings of the 39th SIGCSE technical symposium on Computer Science Education (pp. 286–290). Portland, OR: ACM.
   Google Scholar
• Imberman, S. P., Sturm, D., & Azhar, M. Q. (2014). Computational thinking: Expanding the toolkit. Journal of Computing Sciences in Colleges, 29, 39–46.
   Google Scholar
• Kay, J. S., & Moss, J. G. (2012). Using robots to teach programming to K-12 teachers. In Proceedings of the 42nd Frontiers in Education Conference (FIE) (pp. 1–6). Washington, DC: Seattle.
   Google Scholar
• Kay, J. S., Moss, J. G., Engelman, S., & McKlin, T. (2014). Sneaking in through the back door: Introducing k-12 teachers to robot programming. In Proceedings of the 45th ACM technical symposium on Computer Science Education (pp. 499–504). Atlanta, GA: ACM.10.1145/2538862
   Google Scholar
• Liu, J., Hasson, E. P., & Barnett, Z. D., Zhang, P. (2011). A survey on computer science K-12 outreach: Teacher training programs. In Proceedings of the (2011). Frontiers in Education Conference. Rapid City, SD. doi:10.1109/FIE.2011.6143111.
   Google Scholar
• Liu, J., Lin, C., Hasson, E. P., & Barnett, Z. D. (2011). Introducing computer science to K-12 through a summer computing workshop for teachers. In Proceedings of the SIGCSE’11: The 42nd ACM Technical Symposium on Computer Science Education, 389–394, Dallas, TX. doi:10.1145/1953163.1953277
   Google Scholar
• Liu, J., Lin, C., Hasson, E. P., & Barnett, Z. D. (2012). Computer science learning made interactive – A one-week Alice summer computing workshop for K-12 teachers. In Proceedings of the Frontiers in Education Conference (pp. 1–6). Los Alamitos, CA.
   Google Scholar
• Liu, J., Lin, C. H., Wilson, J., Hemmenway, D., Hasson, E., Barnett, Z., & Xu, Y. (2014). Making games a snap with Stencyl: A summer computing workshop for K-12 teachers. In Proceedings of the SIGCSE’14: The 45th ACM Technical Symposium on Computer Science Education (pp. 169–174). Atlanta, GA. doi:10.1145/2538862.2538978
   Google Scholar
• Martin, L. E., Kragler, S., Quatroche, D. L., & Bauserman, K. L. (2014). Handbook of professional development in education: Successful models and practices, Prek-12. New York, NY: Guildford Press.
   Google Scholar
• Mindell, E., Brennan, K., Britton, G., Kay, J. S., & Rosato, J. (2014). CS professional development MOOCs. In Proceedings of the SIGCSE’14, Atlanta, GA: ACM. 978-1-4503-2605-6/14/03. doi:10.1145/2538862.2538872
   Google Scholar
• National Research Council. (2011). Committee for the workshops on computational thinking: Report of a workshop of pedagogical aspects of computational thinking. Washington, DC: National Academies Press.
   Google Scholar
• Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81, 376–407.10.3102/0034654311413609
   Web of Science ®Google Scholar
• Penuel, W. R., Gallagher, L. P., & Moorthy, S. (2011). Preparing teachers to design sequences of instruction in earth systems science: A comparison of three professional development programs. American Educational Research Journal, 48, 996–1025.10.3102/0002831211410864
   Web of Science ®Google Scholar
• Resnick, M., Maloney, J., Hernandez, A. M., Rusk, N., Eastmond, E., Brennan, K., … Kafai, Y. B. (2009). Scratch: Programming for everyone. Communications of the ACM, 52, 60–67.10.1145/1592761
   Web of Science ®Google Scholar
• Seehorn, D., Carey, S., Fuschetto, B., Lee, I., Moix, D., O’Grady-Cunniff, D., … Verno, A. (2011). CSTA K–12 computer science standards. New York, NY: Computer Science Teachers Association.
   Google Scholar
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.10.3102/0013189X015002004
   Google Scholar
• Siraj, A., Kosa, M. J., & Olmstead, S. M. (2012). Weaving a tapestry: Creating a satellite workshop to support HS computer science teachers in attracting and engaging students. In Proceedings of the SIGCSE’12: The 43rd ACM Technical Symposium on Computer Science Education (pp. 493–498). Raleigh, NC. doi:10.1145/2157136.2157282
   Google Scholar
• Taylor, K., & Miller, C. C. (2015, September 15). De Blasio to announce 10-year deadline to offer computer science to all students. The New York Times. Retrieved from http://www.nytimes.com
   Google Scholar
• Truesdale, W. T. (2003). The implementation of peer coaching on the transferability of staff development to classroom practice in two selected Chicago public elementary schools. Dissertation Abstracts International, 64, 3923. ( University Microfilms No. 311285).
   Google Scholar
• Tsai, W. T., Chen, Y., Sun, X. Bitter, G., & White, M. (2007). Designing a service-oriented computing course for high schools. In Proceedings of the ICEBE: IEEE International Conference on e-Business Engineering, Hong Kong, 686–693.
   Google Scholar
• Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49, 33–35.10.1145/1118178
   Web of Science ®Google Scholar
• Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 366, 3717–3725.10.1098/rsta.2008.0118
   PubMed Web of Science ®Google Scholar
• Wolz, U., Stone, M., Pearson, K., Pulimood, S. M., & Switzer, M. (2011). Computational thinking and expository writing in the middle school. ACM Transactions on Computing Education, 11, 1–22.10.1145/1993069
   Google Scholar
• Yadav, A., Mayfield, C., Zhou, N., Hambrusch, S., & Korb, J. T. (2014). Computational thinking in elementary and secondary teacher education. ACM Transactions on Computing Education, 14(1), 1–16.
   Web of Science ®Google Scholar
• Yaşar, O., & Maliekal, J. (2014). Computational pedagogy approach to STEM teaching and learning. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & teacher Education International Conference 2014 (pp. 131–139). Chesapeake, VA: AACE.
   Google Scholar
• Yoon, K. S., Duncan, T., Lee, S. W., Scarloss, B., & Shapley, K. L. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007-No. 033). Washington, DC: US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest.
   Google Scholar