Computational thinking: A scoping review of the existing scholarship and research
Abstract: Efforts to advance computer science education at the federal, state, and corporate levels advocate a focus on computational thinking (CT). This emphasis on CT has resulted in a vast amount of literature devoted to the discussion or study of its concepts. This paper presents a study that employs the Cochrane Collaboration Guidelines to systematically...
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Participatory Action Research Experiences for Undergraduates
Abstract: Research experiences for undergraduates (REU) have been shown to be effective in improving undergraduate students’ personal/professional development, ability to synthesize knowledge, improvement in research skills, professional advancement, and career choice. Adding to the literature on REU programs, a new conceptual model situating REU within a context of participatory action research (PAR) is presented and...
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An organizational model to distinguish between and integrate research and evaluation activities in a theory based evaluation
Abstract: Theory-based evaluation (TBE) is an evaluation method that shows how a program will work under certain conditions and has been supported as a viable, evidence-based option in cases where randomized trials or high-quality quasi-experiments are not feasible. Despite the model’s widely accepted theoretical appeal there are few examples of its well-implemented use, probably due...
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Theory Based Evaluation to Distinguish and Integrate Research Evaluation Functions in Large-Scale Programs
Paper Presentation in section 20.077-2. Current Studies in Program Evaluation to Improve Student Achievement Outcomes. Division H- Research, Evaluation and Assessment in Schools.
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Effects of a Teacher Professional Development Program on the Mathematics Achievement of Middle School Students
Abstract: The effect of a 15- to 24-month in-service professional development program on state accountability mathematics test scores for middle school students was examined. Results showed that students’ odds of achieving a score of Proficient or better increased with teacher participation in the PD program.
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Evaluating long-term complex professional development: using a variation of the cohort control design
Abstract: This paper introduces a variation on the post-test only cohort control design and addresses questions concerning both the methodological credibility and the practical utility of employing this design variation in evaluations of large-scale complex professional development programmes in mathematics education. The original design and design variation, which adds a pre-test measure and gain scores...
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