Semantic Analyses of Open-Ended Responses from Professional Development Workshop Promoting Computational Thinking in Rural Schools

Autor/inn/en	Gillenwaters, Amber; Iqbal, Razib; Piccolo, Diana; Davis, Tammi; Franklin, Keri; Cornelison, David; Martinez, Judith; Homburg, Andrew; Cottrell, Julia; Page, Melissa
Titel	Semantic Analyses of Open-Ended Responses from Professional Development Workshop Promoting Computational Thinking in Rural Schools
Quelle	In: International Journal of Computer Science Education in Schools, 6 (2023) 1, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Gillenwaters, Amber) ORCID (Iqbal, Razib)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Semantics; Faculty Development; Computation; Thinking Skills; Rural Education; Rural Schools; Feedback (Response); Formative Evaluation; Self Efficacy; Teaching Methods; Lesson Plans; Elementary School Teachers; Middle School Teachers; Integrated Curriculum; Writing Instruction; Mathematics Education; Science Education; Social Studies; Barriers; Thematic Approach + Suchen Sie Ihr Suchwort? Semantik; Denkfähigkeit; Ländliche Erwachsenenbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Schreibunterricht; Mathematische Bildung; Naturwissenschaftliche Bildung; Gemeinschaftskunde; Themenzentrierter Unterricht
Abstract	In this paper, an application of open-ended textual feedback is presented as a tool to evaluate the perceptions and needs of teachers tasked with implementing computational thinking in the K-12 curriculum. Semantic analysis tools, including sentiment analysis and thematic analysis, facilitated the identification of common themes in openended textual feedback. Results show that semantic analysis techniques can be useful in evaluating formative assessment data or open-ended feedback to discover response patterns, which may aid in determining actionable insights related to adult learner perceptions, interests, and self-efficacy. Formative assessment data were collected from a unique professional development workshop to promote computational thinking and curriculum integration in core subjects, including writing, math, science, and social studies, with the goal of discovering the barriers that rural teachers face in developing and implementing lesson plans for grades 3-8 teachers in a rural midwestern state in the USA to promote computational thinking and curriculum integration in core subjects, including writing, math, science, and social studies, with the goal of discovering the barriers that rural teachers face in developing and implementing lesson plans. (As Provided).
Anmerkungen	International Journal of Computer Science Education in Schools. 83 Dollis Road, London N3 1RD, UK. 2-mail: info@ijcses.org; Web site: http://www.ijcses.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01