CS education, marginalized groups, and teachers: A systematic review
PROCEEDING
Qing Li, Adetokunbo Adekoga, Viktorria McCormick, Trudy Sullivan, Towson University, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, LA, United States ISBN 978-1-939797-68-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
The study systematically reviews the existing literature in computer science (CS) and computational thinking (CT) education fields focusing on teachers in relation to marginalized groups. The synthesis of the reviewed studies (n=33) showed that existing papers in this field fall into one of the three categories: curriculum and pedagogy, beliefs, and inclusion. Although some promising results were identified, the reviewed studies showed several methodological weaknesses: the lack of experimental studies, small sample sizes, and non-validated measures.
Citation
Li, Q., Adekoga, A., McCormick, V. & Sullivan, T. (2023). CS education, marginalized groups, and teachers: A systematic review. In E. Langran, P. Christensen & J. Sanson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 32-37). New Orleans, LA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 7, 2024 from https://www.learntechlib.org/primary/p/221848/.
© 2023 Association for the Advancement of Computing in Education (AACE)
