scholarly journals Classroom Contexts, Student Mindsets, and (In)Equity in Computer Science: A National Longitudinal Study

2021 ◽  
Author(s):  
Jiyong Cho ◽  
Bharathy Premachandra ◽  
René F. Kizilcec ◽  
Neil Anthony Lewis
Keyword(s):  
Longitudinal Study ◽  
Computer Science ◽  
Temporal Dynamics ◽  
Academic Career ◽  
School Level ◽  
Learning Theories ◽  
National Longitudinal Study ◽  
Underrepresentation Of Women ◽  
K 12 ◽  
Over Time

The underrepresentation of women and racial minorities in computer science presents a challenge for training the next generation of scientists. The decision to pursue a professional and academic career in computing can be influenced by early experiences and mindsets in K-12 learning environments. However, we have a limited understanding of how student mindsets influence engagement in a variety of classroom contexts during high school computer science classes--one of the early gateways to computer science. We conducted a national longitudinal study of students in advanced placement computer science courses to understand how student mindsets impact engagement, how their mindsets evolve over time, and how contextual factors at the teacher, classroom, and school level can influence these temporal dynamics. We find that mindsets differentially impact engagement and vary by students’ gender and status of racial underrepresentation. Some mindsets change over time due to course feedback, and these changes affect engagement and performance in different ways. Class characteristics (e.g., class size and female proportion) and school characteristics (e.g., proportion of students who are eligible for free lunch and proportion of racially underrepresented students) moderate the effect of mindsets on student outcomes. We discuss the implications of these findings for learning theories and equity-focused educational practices.

Determinants of cognitive impairment over time among the elderly in Taiwan: results of the national longitudinal study

2010 ◽  
Vol 50 ◽  
pp. S53-S57 ◽  
Author(s):  
Chi-Hua Yen ◽  
Chih-Jung Yeh ◽  
Cheng-Ching Wang ◽  
Wen-Chun Liao ◽  
Shuan-Chih Chen ◽  
...  
Keyword(s):  
Cognitive Impairment ◽  
Longitudinal Study ◽  
The Elderly ◽  
National Longitudinal Study ◽  
Over Time

scholarly journals Armed Kids, Armed Adults? Weapon Carrying From Adolescence to Adulthood

2016 ◽  
Vol 15 (1) ◽  
pp. 84-98 ◽  
Author(s):  
Lacey N. Wallace
Keyword(s):  
Longitudinal Study ◽  
Adolescent Health ◽  
Weapon Carrying ◽  
National Longitudinal Study ◽  
Offending Behavior ◽  
Over Time

While much existing research has examined either juvenile or adult weapon carrying, this study assesses whether carrying a weapon to school as a juvenile is predictive of bringing a handgun to school or work in adulthood. Data are drawn from the National Longitudinal Study of Adolescent Health. Results show a decline in weapon carrying behavior over time. However, youth who report school weapon carrying in adolescence are much more likely to report carrying a handgun to school or work in adulthood. Findings also demonstrate that victimization, rather than offending behavior, is predictive of adulthood handgun carrying at school and work.

Resilience and Depression in Military Service: Evidence From the National Longitudinal Study of Adolescent to Adult Health (Add Health)

2021 ◽  
Author(s):  
Ugur Orak ◽  
Alper Kayaalp ◽  
Mark H Walker ◽  
Kevin Breault
Keyword(s):  
Longitudinal Study ◽  
Military Service ◽  
Add Health ◽  
Service Members ◽  
Clinical Samples ◽  
Adult Health ◽  
National Longitudinal Study ◽  
Military Members ◽  
The Military ◽  
Over Time

ABSTRACT Introduction Research indicates that military service involves stressors that may be related to depression. However, the military provides financial, educational, psychological, and social advantages that may help to mitigate the effects of service-related stressors. Because most prior research was based on cross-sectional data or small clinical samples, we explored individual-level trajectories of depression over time. Methods Data came from the restricted-use version of the National Longitudinal Study of Adolescent to Adult Health (Add Health) in four survey waves from 1994 to 2008, with a total of 1,112 service members, of whom 231 were female, and a total sample size of 13,544. Statistical estimation employed the multilevel growth curve modeling approach. Results Individuals who later served in the military had lower rates of depression than their civilian counterparts at year 1 of the study, and rates of depression decreased consistently for both groups throughout the study. Service members ended up with the same level of depression compared to civilians (year 14). Sex, race and parental education were unrelated to depression, and no evidence was found for the hypothesis that the military functions as a “bridging environment” to reduce depression by providing a more attractive alternative compared to civilian life. Conclusions Individuals who were less depressed at year 1 of the study were more likely to enlist into the military. While both civilians and service members displayed decreasing depression over the years of the study, military members had less decrease in depression over time beginning at a lower level of depression than civilian. Taken together, the minor differences in depression between the civilian and military samples and the lower level of depression among military members at the beginning of the study suggest that military service selects against higher levels of depression at the start of service and, given the known stressors related to the military, membership in the service may be associated with resilience to depression.

scholarly journals Coding Success through Math Intervention in an Elementary School in Rural Amish Country

2019 ◽  
Author(s):  
Megan Brannon ◽  
Elena Novak
Keyword(s):  
Elementary School ◽  
Computer Science ◽  
Programming Languages ◽  
Computational Thinking ◽  
School Level ◽  
Knowledge Use ◽  
School Students ◽  
Use Of Technology ◽  
Mathematics Knowledge ◽  
K 12

Coding in the elementary classroom is a relatively new movement in K-12 education that intends to engage young people in computer science and technology-related study. Coding initiatives focus on introducing young learners to coding and developing their computational thinking abilities. Coding helps enhance problem solving, mathematics skills, and higher-order thinking. Nevertheless, educators face many challenges with teaching coding at the elementary school level, because of the newness of computer science concepts and programming languages, gaps in student mathematics knowledge, use of technology, a relatively short attention span of young students and not fully developed reasoning, logic, and inferential skills among many others. This report describes how math interventions helped elementary school students in rural Amish Country become more successful with their coding activities.

The Snowball Effect

2021 ◽  
pp. 14-30
Author(s):  
Laura L. Fuhrmann ◽  
Andrea M. Wallace
Keyword(s):  
Computer Science ◽  
Gender Gap ◽  
Digital Literacy ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Female Population ◽  
Underrepresentation Of Women ◽  
K 12

Recognizing the persistent problem of the underrepresentation of women in computer science, this chapter examines the barriers existing in the kindergarten through Grade 12 educational environment. It explores the vicious cycle that exists in the education field, as the change agents are predominantly women. Much of the research from the past decade reiterates the issue but substantive changes to reduce the gender gap have not occurred at rates that keep pace with the evolving digital society. This chapter offers practical solutions to (1) distinguish between computer science, instructional technology, and digital literacy in the K-12 educational setting; (2) propose ways to promote opportunities in these environments, for all students, with a focus on the underrepresented female population; (3) formulate strategies for educational leaders to incorporate computer science knowledge including computational thinking skills into teacher preparation programs and professional development to support those never exposed.

scholarly journals Changes in alcohol use associated with changes in HIV disease severity over time: A national longitudinal study in the Veterans Aging Cohort

2018 ◽  
Vol 189 ◽  
pp. 21-29 ◽  
Author(s):  
Emily C. Williams ◽  
Kathleen A. McGinnis ◽  
Jennifer F. Bobb ◽  
Anna D. Rubinsky ◽  
Gwen T. Lapham ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Alcohol Use ◽  
Disease Severity ◽  
Hiv Disease ◽  
National Longitudinal Study ◽  
Over Time

Art as a Point of Departure for Understanding Student Experience in Learning to Code

2020 ◽  
Vol 122 (8) ◽  
pp. 1-42
Author(s):  
Maggie Dahn ◽  
David Deliema ◽  
Noel Enyedy
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Intervention Program ◽  
Computer Science Education ◽  
Emotional Experience ◽  
Art Making ◽  
K 12 ◽  
Support Students ◽  
Over Time ◽  
Making Art

Background/Context Computer science has been making its way into K–12 education for some time now. As computer science education has moved into learning spaces, research has focused on teaching computer science skills and principles but has not sufficiently explored the emotional aspects of students’ experiences. This topic warrants further study because learning to code is a complex emotional experience marked by intense periods of success and failure. Purpose/Objective/Research Question/Focus of Study The purpose of our study is to understand how reflecting on and making art might support students’ emotional experience of learning to code. We focus our efforts on students’ experiences with debugging, the process of figuring out how to fix broken code. Our research questions are: How did students reflect on their experiences and emotions in the context of art making about debugging? How did students describe the potential for making art to shape their coding practice? Setting The setting is a two-week computer programming workshop at a non-profit organization focused on computer science education. Population/Participants/Subjects Participants are 5th through 10th grade students attending Title I schools or with demonstrated financial need. Intervention/Program/Practice Students participated in a visual arts class for an hour each day of the two-week workshop, in addition to three coding classes. Research Design Design-based research anchored our study. Data sources included students’ written artist statements, artifact-based interviews about artwork, and in-process conversations with the researcher-teacher leading the art class. We used a storytelling framework to make sense of how elements of our curriculum and instructional design supported student reflections on obstacles in coding, how they talked about debugging events over time, and the range of emotions they expressed feeling. Findings/Results Findings suggest that making and reflecting on art can support students in offering descriptive accounts of learning to code and debug. Students’ stories highlighted the range of ways they experienced failure in coding, the causes of those moments of failure, the flow of events through failure (what was disrupted, how the experience changed over time, and whether it was resolved), and the emotions (about emotions) that framed failure. Moreover, students described the ways that art making shaped their coding practice, including transforming how they understood themselves, set goals, relaxed after a stressful coding class, approached problem solving, and set expectations. Conclusions/Recommendations Our results have implications for the redesign of our intervention and more broadly for the design of learning environments and computer science pedagogy.

scholarly journals Bicycling to School During the Transition From Childhood Into Adolescence: A Six-Year Longitudinal Study

2012 ◽  
Vol 24 (3) ◽  
pp. 369-383 ◽  
Author(s):  
Greet M. Cardon ◽  
Lea R.D. Maes ◽  
Leen L. Haerens ◽  
Ilse M.M. De Bourdeaudhuij
Keyword(s):  
Longitudinal Study ◽  
Average Duration ◽  
Self Report ◽  
School Level ◽  
Regression Analyses ◽  
Multilevel Regression ◽  
Time Points ◽  
Report Data ◽  
Self Report Data ◽  
Over Time

Little is known about bicycling to school as children age. At baseline (2002) self-report data from 1070 children were gathered (51.9% boys; mean age: 10 years). The measurements were repeated in 2003 (n = 1039), 2004 (n = 907), 2005 (n = 549) and 2008 (n = 515). The rates of children bicycling to school significantly varied across time points from 46% at the age of ten, 69% at the age of 11, 83% at the age of 12, 70% at the age of 13 toward 78% at the age of 16. Starting from the age of 11, the average duration of time spent bicycling to school significantly increased over time. According to multilevel regression analyses 13.6% of the variance in rates of bicycling to school was situated at the school level, 39.6% at the pupil level and 46.7% at the measurement level. The differences in rates and durations across time points were independent from gender, BMI, SES and having siblings. Pupils engaging in bicycling to school at younger ages had a higher change of engaging in bicycling to school at 16 years old (ORs: 2.69–7.61; ICC bicycling rates: 0.46, ICC bicycling durations: 0.82). This finding emphasizes the need for promoting bicycling to school at young age.

scholarly journals A complex psychological systems perspective on the temporal dynamics of compliance with behavioral measures and well-being during the COVID-19 pandemic: a longitudinal study in the Netherlands.

2021 ◽  
Author(s):  
Monique Chambon ◽  
Jonas Dalege ◽  
Denny Borsboom ◽  
Lourens Waldorp ◽  
Han van der Maas ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Systems Approach ◽  
Temporal Dynamics ◽  
Longitudinal Research ◽  
Well Being ◽  
Behavioral Measures ◽  
Psychological Variables ◽  
Systems Perspective ◽  
Over Time ◽  
Do So

This longitudinal research aims to examine the temporal dynamics of a broad range of variables related to compliance with behavioral measures and well-being during the COVID-19 pandemic. We do so by adopting a complex psychological systems approach. Dutch participants (N = 2,399) completed a survey with COVID-19-related variables for five times over a period of 10 weeks (April 23th – June 30th 2020). With this data we estimated within-person COVID-19 networks containing the psychological variables and their relations, including predictive effects over time. Results suggest that support for behavioral measures and involvement in the pandemic are most important for compliance. The included variables provided substantive information on the dynamics of compliance with preventive behaviors and well-being during pandemics, justifying our complex psychological systems approach. Although the COVID-19 networks were comparable over time and within measurements, observed differences may inform interventions aimed at improving compliance with behavioral measures during pandemics.

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