Joy Barnes-Johnson
Datos Biográficos
| ID | 1606145 |
|---|---|
| NOMBRE | Joy Barnes-Johnson |
| NOMBRES | Joy |
| APELLIDO | Barnes-Johnson |
| FIRMA | BARNES-JOHNSON J |
| AFILIACIONES | Temple University, Philadelphia, PA |
| VERIFICADO | No |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAS | 32 |
| OBRAS COMO AUTOR | 4 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2010 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2020 |
| ÍNDICE H | 3 |
Informal STEM
This mixed methods study examined how engagement in robotics and game design influenced students’ self-efficacy, STEM attitudes, and computational thinking (CT) skills. Predominantly African-American students engaged in engineering and computer science tasks during informal learning environments. Results revealed students’ self-efficacy scores on computer gaming increased significantly. Focus group data supported these findings, revealing that co…
Preparing Teachers to Engage Rural Students in Computational Thinking Through Robotics, Game Design, and Culturally Responsive Teaching
This article examines teacher preparation and teacher change in engineering and computer science education. We examined culturally responsive teaching self-efficacy (CRTSE), culturally responsive teaching outcome expectancy (CRTOE) beliefs, and attitudes toward computational thinking (CT) as teachers participated in one of three treatment groups: robotics only, game design only, or blended robotics/game design. Descriptive data revealed that CRTS…
Teaching Science Inquiry in Urban Contexts
The Nuances and Complexities of Teaching Mathematics for Cultural Relevance and Social Justice
Mathematics is not a race-neutral subject. Access and opportunity in mathematics for students of color in the United States continue to be limited. While a great deal of attention has been given to increasing the number of underrepresented minority students in the mathematics pipeline, there is little consideration of who they are as learners or the context in which their mathematics learning takes place. We argue that culturally relevant instruc…
The Nuances and Complexities of Teaching Mathematics for Cultural Relevance and Social Justice
Mathematics is not a race-neutral subject. Access and opportunity in mathematics for students of color in the United States continue to be limited. While a great deal of attention has been given to increasing the number of underrepresented minority students in the mathematics pipeline, there is little consideration of who they are as learners or the context in which their mathematics learning takes place. We argue that culturally relevant instruc…
Preparing Teachers to Engage Rural Students in Computational Thinking Through Robotics, Game Design, and Culturally Responsive Teaching
This article examines teacher preparation and teacher change in engineering and computer science education. We examined culturally responsive teaching self-efficacy (CRTSE), culturally responsive teaching outcome expectancy (CRTOE) beliefs, and attitudes toward computational thinking (CT) as teachers participated in one of three treatment groups: robotics only, game design only, or blended robotics/game design. Descriptive data revealed that CRTS…
Teaching Science Inquiry in Urban Contexts
The Nuances and Complexities of Teaching Mathematics for Cultural Relevance and Social Justice
Mathematics is not a race-neutral subject. Access and opportunity in mathematics for students of color in the United States continue to be limited. While a great deal of attention has been given to increasing the number of underrepresented minority students in the mathematics pipeline, there is little consideration of who they are as learners or the context in which their mathematics learning takes place. We argue that culturally relevant instruc…
Teaching Science Inquiry in Urban Contexts
Preparing Teachers to Engage Rural Students in Computational Thinking Through Robotics, Game Design, and Culturally Responsive Teaching
This article examines teacher preparation and teacher change in engineering and computer science education. We examined culturally responsive teaching self-efficacy (CRTSE), culturally responsive teaching outcome expectancy (CRTOE) beliefs, and attitudes toward computational thinking (CT) as teachers participated in one of three treatment groups: robotics only, game design only, or blended robotics/game design. Descriptive data revealed that CRTS…
Informal STEM
This mixed methods study examined how engagement in robotics and game design influenced students’ self-efficacy, STEM attitudes, and computational thinking (CT) skills. Predominantly African-American students engaged in engineering and computer science tasks during informal learning environments. Results revealed students’ self-efficacy scores on computer gaming increased significantly. Focus group data supported these findings, revealing that co…
Mathematics education (3 obras) · Psychology (3 obras) · Artificial Intelligence (2 obras) · Computational Thinking (2 obras) · Computer Science (2 obras) · Educational robotics (2 obras) · Game design (2 obras) · Pedagogy (2 obras) · Robot (2 obras) · Robotics (2 obras)