A Virtual Professional Development Program for Computer Science Education During Covid-19
Datos Bibliográficos
| ID | 12815825 |
|---|---|
| Autores | Chrystalla Mouza (0000-0001-9604-542X, University of Delaware), Hilary Mead (University of Delaware), Bataul Alkhateeb (0000-0002-3000-7815, University of Delaware), Lori Pollock (0000-0002-4388-4892, University of Delaware) |
| Año | 2022 |
| Volumen | 66 |
| Número | 3 |
| Páginas | 436-449 |
| Fecha de publicación | 2022-05-01 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | TechTrends (JOURNAL) |
| Identificadores de la revista | ISSN: 8756-3894 • E-ISSN: 1559-7075 |
| Editorial | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s11528-022-00731-y |
| PMID | 35647613 |
| OpenAlex | W4281390983 |
| Idioma | EN |
| Citas recibidas | 1 |
| Referencias citadas | 31 |
Affordance · Coronavirus disease 2019 (COVID-19 · Educational technology · Faculty Development · Mathematics education · Medical education · Pandemic · Pedagogy · Professional development · Sample (material · Technology integration · Gender and Technology in Education · Medicine · Online Learning and Analytics · Psychology · Teaching and Learning Programming
Teachers’ self-efficacy, personality, and teaching effectiveness
Technological Pedagogical Content Knowledge
Measuring the effect of continuous professional development on elementary teachers’ self-efficacy to teach coding and computational thinking
Self-efficacy
U.S. teachers’ perceptions of online professional development
Appropriating Tools for Teaching English
Designing and Conducting Mixed Methods Research
Improving Impact Studies of Teachers' Professional Development
Toward a Theory of Culturally Relevant Pedagogy
From Shallow to Deep
| Citas por año | 1 |
|---|---|
| Altamente citado | No |