Middle School Teachers' Self-efficacy in Teaching Computer Science and Digital Literacy

2021 ◽  
Author(s):  
Gillian Bausch ◽  
Lijun Ni ◽  
Fred Martin ◽  
Hsien-Yuan Hsu ◽  
Bernardo Feliciano
Keyword(s):  
Middle School ◽  
Computer Science ◽  
Middle School Teachers ◽  
Digital Literacy ◽  
Self Efficacy ◽  
School Teachers

scholarly journals Teacher Support and Student’s Self-efficacy Beliefs

2011 ◽  
Vol 5 (2) ◽  
Author(s):  
Sid Mitchell ◽  
Julie DellaMattera
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Self Efficacy ◽  
Teacher Support ◽  
Efficacy Beliefs ◽  
Negative Effects ◽  
School Teachers ◽  
School Students ◽  
Student's Perceptions

Abstract The present study investigated the role of teacher support and its influence on middle school student’s self-efficacy beliefs. A statewide survey of 9,702 urban and rural middle school students found that teacher support declined across the middle school years and that this had negative effects on student self-efficacy beliefs. The data do show that girls received more support than did boys and that girls also had generally higher self-efficacy beliefs than did boys. Overall, the results show that middle school teachers can do more in fostering self-efficacy, particularly in boys, and maintaining support throughout a student’s middle school experience. The present study of student’s perceptions of teacher support over the middle school years is an important step in our ability to understand the complex ways in which teachers influence student’s self-efficacy beliefs.

scholarly journals Tangible Distributed Computer Music for Youth

2017 ◽  
Vol 41 (2) ◽  
pp. 52-68 ◽  
Author(s):  
R. Benjamin Shapiro ◽  
Annie Kelly ◽  
Matthew Ahrens ◽  
Ben Johnson ◽  
Heather Politi ◽  
...  
Keyword(s):  
Middle School ◽  
Science Education ◽  
Computer Science ◽  
Middle School Teachers ◽  
Computer Music ◽  
Computer Science Education ◽  
Educational Experiences ◽  
School Teachers ◽  
Music Research ◽  
Interactive Behaviors

Computer music research realizes a vision of performance by means of computational expression, linking body and space to sound and imagery through eclectic forms of sensing and interaction. This vision could dramatically influence computer science education, simultaneously modernizing the field and drawing in diverse new participants. In this article, we describe our work creating an interactive computer music toolkit for youth called BlockyTalky. This toolkit enables users to create networks of sensing devices and synthesizers, and to program the musical and interactive behaviors of these devices. We also describe our work with two middle-school teachers to codesign and deploy a curriculum for 11- to 13-year-old students. We draw on work with these students to evidence how computer music can support learning about computer science concepts and change students' perceptions of computing. We conclude by outlining some remaining questions around how computer music and computer science may best be linked to provide transformative educational experiences.

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