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Issue No.03 - March (2013 vol.46)
pp: 42-46
Chris Stephenson , Computer Science Teachers Association
Rebecca Dovi , Patrick Henry High School, Richmond, Virginia
ABSTRACT
An often-neglected classroom-level view of how equity issues impact both students and the teachers seeking to engage them offers insights into the need to develop a systemic approach to resolving these issues in K-12 computer science education in the US. This is one of five articles providing industry perspectives on gender diversity in computing.
INDEX TERMS
Computer science education, Gender issues, Equal opportunities, Certification, Career development, Professional aspects, K-12 education, Computer science, Educational institutions, Computer science education, Certification, Standards, Computers, computing milieu, diversity in computing, computer science education, gender equity
CITATION
Chris Stephenson, Rebecca Dovi, "More than Gender: Taking a Systemic Approach to Improving K-12 Computer Science Education", Computer, vol.46, no. 3, pp. 42-46, March 2013, doi:10.1109/MC.2013.2
REFERENCES
1. J. Margolis and A. Fisher, Unlocking the Clubhouse: Women in Computing, MIT Press, 2002.
2. J. Margolis et al., Stuck in the Shallow End: Education, Race, and Computing, MIT Press, 2008.
3. R. Moses and C. Cobb, Radical Equations: Civil Rights from Mississippi to the Algebra Project, Beacon Press, 2001.
4. College Board, “8th Annual Report to the Nation: Subject Supplement, AP Computer Science AB,” 2012.
5. C. Wilson et al., “Running on Empty: The Failure to Teach Computer Science in the Digital Age,” ACM and Computer Science Teachers Assoc., 2011.
6. B. Ericson et al., “Ensuring Exemplary Teaching in an Essential Discipline: Addressing the Crises in Computer Science Teacher Certification,” Computer Science Teachers Assoc., 2008.
7. R. Inos and M. Quigley, “Synthesis of the Research on Educational Change, Part 4: The Teacher's Role,” Pacific Region Educational Lab., 1995.
8. J. Nagel, “Becoming Active Participants in Teacher Learning Communities,” J. New England League of Middle Schools, vol. 17, no. 2, 2007, pp. 16-18.
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