On the domain-specificity of mindsets: The relationship between aptitude beliefs and programming practice

This is the author's accepted manuscript. The final published article is available from the link below. Copyright @ 2013 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other users, including reprinting/ republishing this material for advertising or promotional purposes, creating new collective works for resale or redistribution to servers or lists, or reuse of any copyrighted components of this work in other works.Deliberate practice is important in many areas of learning, including that of learning to program computers. However, beliefs about the nature of personal traits, known as mindsets, can have a profound impact on such practice. Previous research has shown that those with a fixed mindset believe their traits cannot change; they tend to reduce their level of practice when they encounter difficulty. In contrast, those with the growth mindset believe their traits are flexible; they tend to maintain regular practice despite the level of difficulty. However, focusing on mindset as a single construct focused on intelligence may not be appropriate in the field of computer programming. Exploring this notion, a self-belief survey was distributed to undergraduate software engineering students. It revealed that beliefs about intelligence and programming aptitude formed two distinct constructs. Furthermore, the mindset for programming aptitude had greater utility in predicting software development practice, and a follow-up survey showed that it became more fixed throughout instruction. Thus, educators should consider the role of programming-specific beliefs in the design and evaluation of introductory courses in software engineering. In particular, they need to situate and contextualize the growth messages that motivate students who experience early setbacks

From Hip-Hop to Shakespeare: Dallas Blazes Coordinated Trail in Arts Education for City Young People

Describes the trend toward coordinated approaches to arts education, with a focus on a Wallace-funded program linking artists, local government, cultural organizations, schools, and parents to bring quality arts education to Dallas' poorest children

The Governor’s Task Force on African-Americans in Prison, 2001

Report produced by the Department of Correction

Early Developmental Activities and Computing Proficiency

As countries adopt computing education for all pupils from primary school upwards, there are challenging indicators: significant proportions of students who choose to study computing at universities fail the introductory courses, and the evidence for links between formal education outcomes and success in CS is limited. Yet, as we know, some students succeed without prior computing experience. Why is this? <br/><br/> Some argue for an innate ability, some for motivation, some for the discrepancies between the expectations of instructors and students, and some – simply – for how programming is being taught. All agree that becoming proficient in computing is not easy. Our research takes a novel view on the problem and argues that some of that success is influenced by early childhood experiences outside formal education. <br/><br/> In this study, we analyzed over 1300 responses to a multi-institutional and multi-national survey that we developed. The survey captures enjoyment of early developmental activities such as childhood toys, games and pastimes between the ages 0 — 8 as well as later life experiences with computing. We identify unifying features of the computing experiences in later life, and attempt to link these computing experiences to the childhood activities. <br/><br/> The analysis indicates that computing proficiency should be seen from multiple viewpoints, including both skill-level and confidence. It shows that particular early childhood experiences are linked to parts of computing proficiency, namely those related to confidence with problem solving using computing technology. These are essential building blocks for more complex use. We recognize issues in the experimental design that may prevent our data showing a link between early activities and more complex computing skills, and suggest adjustments. Ultimately, it is hoped that this line of research will feed in to early years and primary education, and thereby improve computing education for all

Military Child Care Providers and Challenging Behaviors of Early Childhood Students

Job satisfaction of early childhood teachers in military programs and satisfaction changes as teachers deal with challenging behaviors in the workplace was the focus of this study. The goal of The National Association for the Education of Young Children is to ensure quality programming that promotes positive child development experiences. Child development experiences are impacted by teaching staff, partnerships, administration, and the children\u27s\u27 environment. This case study examined the specific environment and behaviors that military childcare providers experience at a small military installation and explored how working with children with challenging behaviors impacts the job satisfaction of early childhood teachers. Herzberg\u27s 2-factor theory provided the conceptual framework on how satisfaction and dissatisfaction can exist in the same environment. Data were collected through face-to-face interviews and observations of the work environment with 11 participants ranging from 23 to 56 years of age at the military installation. The participants were selected for being part of the military community and early childhood teachers at the study site. Data were open coded and thematically analyzed. Findings indicated that the teachers at this site have a dual perception of satisfaction and dissatisfaction in the workplace that stems from experiences with coworker relationships, dealing with policy and procedure changes, and adjusting to the varying behaviors of children. The implications for social change include providing research findings on early childhood teacher satisfaction to the study site so that administrators can develop a plan to improve military early childhood care provider job satisfaction, which may improve the quality of the environment of the military child

Educating programmers: A reflection on barriers to deliberate practice

Copyright @ 2013 HEAProgramming is a craft which often demands that learners engage in a significantly high level of individual practice and experimentation in order to acquire basic competencies. However, practice behaviors can be undermined during the early stages of instruction. This is often the result of seemingly trivial misconceptions that, when left unchecked, create cognitive-affective barriers. These interact with learners' self-beliefs, potentially inducing affective states that inhibit practice. This paper questions how to design a learning environment that can address this issue. It is proposed that analytic and adaptable approaches, which could include soft scaffolding, ongoing detailed formative feedback and a focus on self-enhancement alongside skill development, can help overcome such barriers

A Rallying Cry for Change: Charting a New Direction in the State of Florida's Response to Girls in the Juvenile Justice System (Full Report)

The National Council on Crime and Delinquency (NCCD) was funded by the Jessie Ball duPont Fund to conduct an independent research study of girls in the Florida juvenile justice system in order to inform a comprehensive approach to gender-specific juvenile justice programming. This report presents new research findings on the pathways of girls into the Florida juvenile justice system and identifies their treatment needs. Additionally, it furthers the discussion about an essential set of services and a system of care that meets the multiple needs of girls in the juvenile justice system. The research supports change in the response to girls, both in treatment services and in policy/system changes that are needed to increase success with the girls. This research should be of interest to every child advocate, Department of Juvenile Justice (DJJ) staff from prevention to residential, lawmakers, law enforcement, judges, and concerned Florida citizens.The NCCD research sample includes a total of 319 girls in the Florida system -- 244 girls from 13 different residential DJJ programs (low, moderate, high, and maximum risk) and 75 girls from six non-residential programs (PACE Centers). NCCD used its Juvenile Assessment and Intervention System (JAIS) interview instrument to learn more about girls in the system at the aggregate level, including their intervention needs and risk level of offending, and also to suggest supervision strategies for working with them. NCCD also conducted focus groups with staff to better understand the gaps in services and barriers to implementation. The following is a summary of the major findings and recommendations of the final report

Designing Engaging Learning Experiences in Programming

In this paper we describe work to investigate the creation of engaging programming learning experiences. Background research informed the design of four fieldwork studies to explore how programming tasks could be framed to motivate learners. Our empirical findings from these four field studies are summarized here, with a particular focus upon one – Whack a Mole – which compared the use of a physical interface with the use of a screen-based equivalent interface to obtain insights into what made for an engaging learning experience. Emotions reported by two sets of participant undergraduate students were analyzed, identifying the links between the emotions experienced during programming and their origin. Evidence was collected of the very positive emotions experienced by learners programming with a physical interface (Arduino) in comparison with a similar program developed using a screen-based equivalent interface. A follow-up study provided further evidence of the motivation of personalized design of programming tangible physical artefacts. Collating all the evidence led to the design of a set of ‘Learning Dimensions’ which may provide educators with insights to support key design decisions for the creation of engaging programming learning experiences

Visual and Textual Programming Languages: A Systematic Review of the Literature

It is well documented, and has been the topic of much research, that Computer Science courses tend to have higher than average drop out rates at third level. This is a problem that needs to be addressed with urgency but also caution. The required number of Computer Science graduates is growing every year but the number of graduates is not meeting this demand and one way that this problem can be alleviated is to encourage students at an early age towards studying Computer Science courses. This paper presents a systematic literature review on the role of visual and textual programming languages when learning to program, particularly as a first programming language. The approach is systematic, in that a structured search of electronic resources has been conducted, and the results are presented and quantitatively analysed. This study will give insight into whether or not the current approaches to teaching young learners programming are viable, and examines what we can do to increase the interest and retention of these students as they progress through their education.Comment: 18 pages (including 2 bibliography pages), 3 figure