Impact Of Teaching Practices And Communication Climates On Participation In Computer Science Education

One way to understand teaching is to view it as a people process rather than a presentation of knowledge. It follows that the role of an educator often extends beyond the primary subject matter and into the realm of classroom management. With this in mind, our research aimed to capture the various teaching practices, participation patterns, and communication climates that occur in virtual computer science classrooms. We sought to answer the following research questions related to virtual computer science classrooms at our institution: Who participates in virtual computer science classrooms, and is participation proportional to student demographics? Is there any correlation between the use of teaching best practices and student participation? Is there any correlation between communication climate and student participation? To answer these questions, we designed and conducted a mixed-method content analysis study on 14 instructor-provided synchronous video lectures. We created a rubric composed of teaching best practices and supportive and defensive communication behaviors. The resulting design employed ethnographic content analysis (ECA) and quantitative content analysis (QCA) methodologies to produce contextually relevant knowledge. Correlational analysis was conducted using Kendall\u27s tau-b correlational algorithm. Our findings suggest female participation was not proportional to student demographics, and no significant correlations between teaching practices and participation patterns were found. However, several significant correlations between communication climate and participation patterns were identified. Specifically, increased communication behaviors displaying equality were positively correlated with classroom dialogue count, unique female participants, female participation, and female first responses

Exploring supportive and defensive communication behavior and psychological safety between supervisors and their subordinates

Master's Project (M.A.) University of Alaska Fairbanks, 2015This project explores the relationship between supportive and defensive communication behavior and psychological safety in the organizational setting. A paper and pencil survey measuring team psychological safety and supportive and defensive communication behaviors was administered to participants in the northwestern region of the United States. Supervisor use of supportive communication behavior was hypothesized to be positively correlated with employee psychological safety. Support was found for the hypothesis. This research sought to expand the scope of our understanding of psychological safety in an organizational setting while highlighting the benefits of using supportive communication behavior

Almost as helpful as good theory: Some conceptual possibilities for the online classroom

Interest and activity in the use of C&IT in higher education is growing, and while there is effort to understand the complexity of the transition to virtual space, aspects of development, particularly clarity about the nature of the learning community, may only be lightly theorized. Based on an ongoing action research study involving postgraduate students studying in the UK and USA, this paper will identify some theoretical roots and derive from these six conceptual areas that seem to the authors to have relevance and significance for behaviour online. An exploration of these forms the basis for a two‐dimensional model which can account for what happens when groups come together to learn in cyberspace. In depicting this model, there is acknowledgement of the existence of third and fourth dimensions at work. However, the explanatory power of taking these extra dimensions into account is beyond the scope of the analysis thus far

Spartan Daily, November 8, 2018

Volume 151, Issue 35https://scholarworks.sjsu.edu/spartan_daily_2018/1077/thumbnail.jp

Perspectives on Allyship in Academia

Allyship in academia is critical for creating inclusive communities that are welcoming to all students, but the perception of its benefits and challenges can vary depending on a number of factors. This session will explore perspectives of allyship in academia by bringing together a diverse group of faculty and students who can share a wide range of experiences and insights, and aims to facilitate a discussion among all attendees that leads to an exchange of ideas, the strengthening of our community, and progress toward our common goal of inclusion in computing

Teachers' and students' views and attitudes towards a new mathematics curriculum: A case study

The education system in Portugal is in the midst of a period of intensive reform. This paper describes the findings of a qualitative case study focusing on the views and attitudes of teachers and students participating in a pilot curriculum development programme stressing active methodologies and group work, conducted by the Ministry of Education In particular it discusses their views and attitudes about mathematics, mathematics teaching and curriculum innovation. The teachers were found to struggle with a contradiction: whilst they approved the new orientations, which were seen as adequate and innovative, they complained strongly about the design and implementation of the programme Students had a generally positive attitude towards mathematics, although there were differences among them. The 7th graders were satisfied with their mathematics classes and with the new curriculum. The 10th graders did not consider the changes as significant in themselves, but expressed concern for their academic progress

Emerging technologies as cognitive tools for authentic learning

Employing emerging technologies in learning is becoming increasingly important as a means to support the development of digital media literacy. Using a theoretical framework of authentic learning and technology as cognitive tools, this paper examined student responses to the infusion of emerging technologies in a large first year teacher education unit over two full iterations, using a design-based research approach. This paper describes the pedagogical context of the intervention, the methodology used, and it presents an analysis of themes emerging from the data relating to the use of emerging technologies

Spartan Daily, April 28, 1997

Volume 108, Issue 60https://scholarworks.sjsu.edu/spartandaily/9135/thumbnail.jp

The Daily Texan

Texas Student Medi

Spartan Daily, March 17, 1982

Volume 78, Issue 28https://scholarworks.sjsu.edu/spartandaily/6871/thumbnail.jp