The different types of contributions to knowledge (in CER): All needed, but not all recognised

The overall aim of this paper is to stimulate discussion about the activities within CER, and to develop a more thoughtful and explicit perspective on the different types of research activity within CER, and their relationships with each other. While theories may be the most valuable outputs of research to those wishing to apply them, for researchers themselves there are other kinds of contribution important to progress in the field. This is what relates it to the immediate subject of this special journal issue on theory in CER. We adopt as our criterion for value “contribution to knowledge”. This paper’s main contributions are: • A set of 12 categories of contribution which together indicate the extent of this terrain of contributions to research. • Leading into that is a collection of ideas and misconceptions which are drawn on in defining and motivating “ground rules”, which are hints and guidance on the need for various often neglected categories. These are also helpful in justifying some additional categories which make the set as a whole more useful in combination. These are followed by some suggested uses for the categories, and a discussion assessing how the success of the paper might be judged. These are followed by some suggested uses for the categories, and a discussion assessing how the success of the paper might be judged

Classifying the Characteristics of Effective Continuing Professional Development (CPD) for Computer Science Teachers in the 16-18 Sector

As technology and curricula continue to evolve and develop, the prevalence and effectiveness of continuing professional development (CPD) opportunities for computer science teachers is becoming increasingly more important. However, key questions remain about what the characteristics are for effective CPD in this context. Through the presentation of existing literature and the qualitative analysis of interviews with 32 employees from 13 English colleges (n = 14 computer science lecturers, 10 course leaders, and 8 members of senior leadership) this article answers the following question: ‘What are the characteristics of effective continuing professional development for computer science teachers in the 16-18 sector?’ Existing literature indicates how CPD benefits from: (1) knowledge development and application to classroom teaching, (2) self-efficacy development and measurement, (3) observation, feedback and reflection, (4) collaboration and communities of practice, (5) sufficient time, and (6) institution support. Meanwhile, the thematic analysis of interview data led to the creation of five overarching themes: (1) computer science CPD should address various knowledge domains, (2) CPD requires institutional support, (3) CPD should be engaging, (4) computer science CPD should involve a combination of activities, and (5) CPD should be measurable. This qualitative article also presents interview excerpts and contributes to computing education research and practice by presenting a set of thirty guidelines which outlines the characteristics of effective CPD in the context of computer science teachers in the 16-18 sector. These guidelines could be beneficial for both CPD providers and educators in ensuring CPD opportunities are designed more effectively, and with an understanding of both parties’ needs

Identification and Evaluation of Predictors for Learning Success and of Models for Teaching Computer Programming in Contemporary Contexts

Introductory undergraduate computer programming courses are renowned for higher than average failure and withdrawal rates when compared to other subject areas. The closer partnership between higher education and the rapidly expanding digital technology industry, as demonstrated by the establishment of new Degree Apprenticeships in computer science and digital technologies, requires efficient and effective means for teaching programming skills. This research, therefore, aimed to identify reliable predictors of success in learning programming or vulnerability to failure. The research also aimed to evaluate teaching methods and remedial interventions towards recommending a teaching model that supported and engaged learners in contemporary contexts that were relevant to the workplace. Investigation of qualifications designed to prepare students for undergraduate computer science courses revealed that A-level entrants achieved significantly higher programming grades than BTEC students. However, there was little difference between the grades of those with and those without previous qualifications in computing or ICT subjects. Analysis of engagement metrics revealed a strong correlation between extent of co-operation and programming grade, in contrast to a weak correlation between programming grade and code understanding. Further analysis of video recordings, interviews and observational records distinguished between the type of communication that helped peers comprehend tasks and concepts, and other forms of communication that were only concerned with completing tasks. Following the introduction of periodic assessment, essentially converting a single final assessment to three staged summative assessment points, it was found that failing students often pass only one of the three assignment parts. Furthermore, only 10% of those who failed overall had attempted all three assignments. Reasons for failure were attributed to ‘surface’ motivations (such as regulating efforts to achieve a minimum pass of 40%), ineffective working habits or stressful personal circumstances rather than any fundamental difficulty encountered with subject material. A key contribution to pedagogical practice made by this research is to propose an ‘incremental’ teaching model. This model is informed by educational theory and empirical evidence and comprises short cycles of three activities: presenting new topic information, tasking students with a relevant exercise and then demonstrating and discussing the exercise solution. The effectiveness of this model is evidenced by increased engagement, increased quiz scores at the end of each teaching session and increased retention of code knowledge at the end of the course

Carbon Free Boston: Social equity report 2019

OVERVIEW: In January 2019, the Boston Green Ribbon Commission released its Carbon Free Boston: Summary Report, identifying potential options for the City of Boston to meet its goal of becoming carbon neutral by 2050. The report found that reaching carbon neutrality by 2050 requires three mutually-reinforcing strategies in key sectors: 1) deepen energy efficiency while reducing energy demand, 2) electrify activity to the fullest practical extent, and 3) use fuels and electricity that are 100 percent free of greenhouse gases (GHGs). The Summary Report detailed the ways in which these technical strategies will transform Boston’s physical infrastructure, including its buildings, energy supply, transportation, and waste management systems. The Summary Report also highlighted that it is how these strategies are designed and implemented that matter most in ensuring an effective and equitable transition to carbon neutrality. Equity concerns exist for every option the City has to reduce GHG emissions. The services provided by each sector are not experienced equally across Boston’s communities. Low-income families and families of color are more likely to live in residences that are in poor physical condition, leading to high utility bills, unsafe and unhealthy indoor environments, and high GHG emissions.1 Those same families face greater exposure to harmful outdoor air pollution compared to others. The access and reliability of public transportation is disproportionately worse in neighborhoods with large populations of people of color, and large swaths of vulnerable neighborhoods, from East Boston to Mattapan, do not have ready access to the city’s bike network. Income inequality is a growing national issue and is particularly acute in Boston, which consistently ranks among the highest US cities in regards to income disparities. With the release of Imagine Boston 2030, Mayor Walsh committed to make Boston more equitable, affordable, connected, and resilient. The Summary Report outlined the broad strokes of how action to reach carbon neutrality intersects with equity. A just transition to carbon neutrality improves environmental quality for all Bostonians, prioritizes socially vulnerable populations, seeks to redress current and past injustice, and creates economic and social opportunities for all. This Carbon Free Boston: Social Equity Report provides a deeper equity context for Carbon Free Boston as a whole, and for each strategy area, by demonstrating how inequitable and unjust the playing field is for socially vulnerable Bostonians and why equity must be integrated into policy design and implementation. This report summarizes the current landscape of climate action work for each strategy area and evaluates how it currently impacts inequity. Finally, this report provides guidance to the City and partners on how to do better; it lays out the attributes of an equitable approach to carbon neutrality, framed around three guiding principles: 1) plan carefully to avoid unintended consequences, 2) be intentional in design through a clear equity lens, and 3) practice inclusivity from start to finish

Operations Management

Global competition has caused fundamental changes in the competitive environment of the manufacturing and service industries. Firms should develop strategic objectives that, upon achievement, result in a competitive advantage in the market place. The forces of globalization on one hand and rapidly growing marketing opportunities overseas, especially in emerging economies on the other, have led to the expansion of operations on a global scale. The book aims to cover the main topics characterizing operations management including both strategic issues and practical applications. A global environmental business including both manufacturing and services is analyzed. The book contains original research and application chapters from different perspectives. It is enriched through the analyses of case studies