Product details:
| ISBN13: | 9781108496735 |
| ISBN10: | 1108496733 |
| Binding: | Hardback |
| No. of pages: | 918 pages |
| Size: | 259x181x50 mm |
| Weight: | 1820 g |
| Language: | English |
| Illustrations: | 53 b/w illus. 13 tables |
| 31 |
Category:
Theory of computing, computing in general
History
Psychology theory
Pedagogy in general
Public education
Theory of computing, computing in general (charity campaign)
History (charity campaign)
Psychology theory (charity campaign)
Pedagogy in general (charity campaign)
Public education (charity campaign)
The Cambridge Handbook of Computing Education Research
Series:
Cambridge Handbooks in Psychology;
Publisher: Cambridge University Press
Date of Publication: 21 February 2019
Normal price:
Publisher's listprice:
GBP 183.00
GBP 183.00
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Estimated delivery time: In stock at the publisher, but not at Prospero's office. Delivery time approx. 3-5 weeks.
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Short description:
This is an authoritative introduction to Computing Education research written by over 50 leading researchers from academia and the industry.
Long description:
This Handbook describes the extent and shape of computing education research today. Over fifty leading researchers from academia and industry (including Google and Microsoft) have contributed chapters that together define and expand the evidence base. The foundational chapters set the field in context, articulate expertise from key disciplines, and form a practical guide for new researchers. They address what can be learned empirically, methodologically and theoretically from each area. The topic chapters explore issues that are of current interest, why they matter, and what is already known. They include discussion of motivational context, implications for practice, and open questions which might suggest future research. The authors provide an authoritative introduction to the field which is essential reading for policy makers, as well as both new and established researchers.
'We have centuries of experience in how to teach mathematics to our children, but we are only just starting to learn how to teach computing as a foundational (rather than simply vocational) subject. This book does a huge service to teachers and researchers, by distilling the best computing education research world-wide, articulating the evidence for what we do and don't know, and setting the agenda for what needs to be done.' Simon Peyton Jones, Microsoft Research and Glasgow University
'We have centuries of experience in how to teach mathematics to our children, but we are only just starting to learn how to teach computing as a foundational (rather than simply vocational) subject. This book does a huge service to teachers and researchers, by distilling the best computing education research world-wide, articulating the evidence for what we do and don't know, and setting the agenda for what needs to be done.' Simon Peyton Jones, Microsoft Research and Glasgow University
Table of Contents:
An important and timely field Sally A. Fincher and Anthony V. Robins; Part I. Background: 1. The history of computing education research Mark Guzdial and Benedict du Boulay; 2. Computing education research today Sally A. Fincher, Josh Tenenberg, Brian Dorn, Christopher Hundhausen, Robert McCartney and Laurie Murphy; 3. Computing education: literature review and voices from the field Paulo Blikstein and Sepi Hejazi Moghadam; Part II. Foundations: 4. A study design process Amy J. Ko and Sally A. Fincher; 5. Descriptive statistics Patricia Haden; 6. Inferential statistics Patricia Haden; 7. Qualitative methods for computing education Josh Tenenberg; 8. Learning sciences for computing education Lauren E. Margulieux, Brian Dorn and Kristin A. Searle; 9. Cognitive sciences for computing education Anthony V. Robins, Lauren E. Margulieux and Briana B. Morrison; 10. Higher education pedagogy Kerry Shephard; 11. Engineering education Michael C. Loui and Maura Borrego; Part III. Topics: Section 1. Systemic Issues: 12. Novice programmers and introductory programming Anthony V. Robins; 13. Programming paradigms and beyond Shriram Krishnamurthi and Kathi Fisler; 14. Assessment and plagiarism Thomas Lancaster, Anthony V. Robins and Sally A. Fincher; 15. Pedagogic approaches Katrina Falkner and Judy Sheard; 16. Equity and diversity Colleen M. Lewis, Niral Shah and Katrina Falkner; Section 2. New Milieux: 17. Computational thinking Paul Curzon, Tim Bell, Jane Waite and Mark Dorling; 18. Schools (K-12) Jan Vahrenhold, Quintin Cutts and Katrina Falkner; 19. Computing for other disciplines Mark Guzdial; 20. New programming paradigms R. Benjamin Shapiro and Mike Tissenbaum; Section 3. Systems Software and Technology: 21. Tools and environments Lauri Malmi, Ian Utting and Amy J. Ko; 22. Tangible computing Michael Horn and Marina Bers; 23. Leveraging the IDE for learning analytics Adam Carter, Christopher Hundhausen and Daniel Olivares; Section 4. Teacher and Student Knowledge: 24. Teacher knowledge for inclusive computing learning Joanna Goode and Jean J. Ryoo; 25. Teacher learning and development Sally A. Fincher, Yifat Ben-David Kolikant and Katrina Falkner; 26. Learning outside the classroom Andrew Begel and Amy J. Ko; 27. Student knowledge and misconceptions Colleen M. Lewis, Michael J. Clancy and Jan Vahrenhold; 28. Motivation, attitudes and dispositions Alex Lishinski and Aman Yadav; 29. Students as teachers and communicators Beth Simon, Christopher Hundhausen, Charlie McDowell, Linda Werner, Helen Hu and Clif Kussmaul; Section 5. Case Studies: 30. A case study of peer instruction Leo Porter and Beth Simon; 31. A case study of qualitative methods Colleen M. Lewis.
