{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2024,10,30]],"date-time":"2024-10-30T21:48:17Z","timestamp":1730324897740,"version":"3.28.0"},"publisher-location":"New York, NY, USA","reference-count":72,"publisher":"ACM","license":[{"start":{"date-parts":[[2022,11,18]],"date-time":"2022-11-18T00:00:00Z","timestamp":1668729600000},"content-version":"vor","delay-in-days":365,"URL":"http:\/\/www.acm.org\/publications\/policies\/copyright_policy#Background"}],"funder":[{"DOI":"10.13039\/100000001","name":"National Science Foundation","doi-asserted-by":"publisher","award":["2039175"],"id":[{"id":"10.13039\/100000001","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["dl.acm.org"],"crossmark-restriction":true},"short-container-title":[],"published-print":{"date-parts":[[2021,11,18]]},"DOI":"10.1145\/3488042.3488054","type":"proceedings-article","created":{"date-parts":[[2021,11,10]],"date-time":"2021-11-10T23:28:49Z","timestamp":1636586929000},"page":"1-9","update-policy":"http:\/\/dx.doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":3,"title":["Evaluating Computer Science Professional Development for Teachers in the United States"],"prefix":"10.1145","author":[{"given":"Monica M","family":"McGill","sequence":"first","affiliation":[{"name":"CSEdResearch.org, United States and Knox College, USA"}]},{"given":"Rebecca","family":"Zarch","sequence":"additional","affiliation":[{"name":"SageFox Consulting Group, United States"}]},{"given":"Stacey","family":"Sexton","sequence":"additional","affiliation":[{"name":"SageFox Consulting Group, United States"}]},{"given":"Julie M.","family":"Smith","sequence":"additional","affiliation":[{"name":"SageFox Consulting Group, United States"}]},{"given":"Christine","family":"Ong","sequence":"additional","affiliation":[{"name":"UCLA Center for Research on Evaluation, Standards and Student Testing (CRESST), USA"}]},{"given":"Melissa","family":"Rasberry","sequence":"additional","affiliation":[{"name":"American Institutes for Research, USA and North Carolina State University, USA"}]},{"given":"Shelly","family":"Hollis","sequence":"additional","affiliation":[{"name":"Mississippi State University, USA"}]}],"member":"320","published-online":{"date-parts":[[2021,11,18]]},"reference":[{"key":"e_1_3_2_1_1_1","volume-title":"TPACK levels and students","author":"Akturk Ahmet\u00a0Oguz","year":"2019","unstructured":"Ahmet\u00a0Oguz Akturk and Handan\u00a0Saka Ozturk . 2019. Teachers \u2019 TPACK levels and students \u2019 self-efficacy as predictors of students\u2019 academic achievement. International Journal of Research in Education and Science 5 ( 2019 ). Issue 1. Ahmet\u00a0Oguz Akturk and Handan\u00a0Saka Ozturk. 2019. Teachers\u2019 TPACK levels and students\u2019 self-efficacy as predictors of students\u2019 academic achievement. International Journal of Research in Education and Science 5 (2019). Issue 1."},{"unstructured":"Alicia\u00a0C Alonzo. 2007. Challenges of simultaneously defining and measuring knowledge for teaching. (2007). Alicia\u00a0C Alonzo. 2007. Challenges of simultaneously defining and measuring knowledge for teaching. (2007).","key":"e_1_3_2_1_2_1"},{"unstructured":"Daniel Alston Jeff. Marshall and Andrew Tyminski. 2017. Convincing Science Teachers for Inquiry-Based Instruction: Guskey\u2019s Staff Development Model Revisited.Science Educator 25(2017). Issue 2. Daniel Alston Jeff. Marshall and Andrew Tyminski. 2017. Convincing Science Teachers for Inquiry-Based Instruction: Guskey\u2019s Staff Development Model Revisited.Science Educator 25(2017). Issue 2.","key":"e_1_3_2_1_3_1"},{"doi-asserted-by":"crossref","unstructured":"Judy Anderson and Deborah Tully. 2020. Designing and Evaluating an Integrated STEM Professional Development Program for Secondary and Primary School Teachers in Australia. https:\/\/doi.org\/10.1007\/978-3-030-52229-2_22 10.1007\/978-3-030-52229-2_22","key":"#cr-split#-e_1_3_2_1_4_1.1","DOI":"10.1007\/978-3-030-52229-2_22"},{"doi-asserted-by":"crossref","unstructured":"Judy Anderson and Deborah Tully. 2020. Designing and Evaluating an Integrated STEM Professional Development Program for Secondary and Primary School Teachers in Australia. https:\/\/doi.org\/10.1007\/978-3-030-52229-2_22","key":"#cr-split#-e_1_3_2_1_4_1.2","DOI":"10.1007\/978-3-030-52229-2_22"},{"key":"e_1_3_2_1_5_1","volume-title":"The impact of metacognitive practice and teacher feedback on academic achievement in mathematics. School Science and Mathematics 119","author":"Baliram Nalline","year":"2019","unstructured":"Nalline Baliram and Arthur\u00a0 K. Ellis . 2019. The impact of metacognitive practice and teacher feedback on academic achievement in mathematics. School Science and Mathematics 119 ( 2019 ). Issue 2. https:\/\/doi.org\/10.1111\/ssm.12317 10.1111\/ssm.12317 Nalline Baliram and Arthur\u00a0K. Ellis. 2019. The impact of metacognitive practice and teacher feedback on academic achievement in mathematics. School Science and Mathematics 119 (2019). Issue 2. https:\/\/doi.org\/10.1111\/ssm.12317"},{"key":"e_1_3_2_1_6_1","volume-title":"Self-efficacy: The exercise of control","author":"Bandura A.","year":"1997","unstructured":"A. Bandura . 1997 . Self-efficacy: The exercise of control . W H Freeman\/Times Books\/ Henry Holt & Co. A. Bandura. 1997. Self-efficacy: The exercise of control.W H Freeman\/Times Books\/ Henry Holt & Co."},{"key":"e_1_3_2_1_7_1","volume-title":"Report of the 2018 NSSME+.Horizon Research","author":"Banilower R","year":"2018","unstructured":"Eric\u00a0 R Banilower , P\u00a0Sean Smith , Kristen\u00a0 A Malzahn , Courtney\u00a0 L Plumley , Evelyn\u00a0 M Gordon , and Meredith\u00a0 L Hayes . 2018. Report of the 2018 NSSME+.Horizon Research , Inc .( 2018 ). Eric\u00a0R Banilower, P\u00a0Sean Smith, Kristen\u00a0A Malzahn, Courtney\u00a0L Plumley, Evelyn\u00a0M Gordon, and Meredith\u00a0L Hayes. 2018. Report of the 2018 NSSME+.Horizon Research, Inc.(2018)."},{"volume-title":"Cognitive activation in the mathematics classroom and professional competence of teachers","author":"Baumert J\u00fcrgen","unstructured":"J\u00fcrgen Baumert and Mareike Kunter . 2013. The effect of content knowledge and pedagogical content knowledge on instructional quality and student achievement . In Cognitive activation in the mathematics classroom and professional competence of teachers . Springer , 175\u2013205. J\u00fcrgen Baumert and Mareike Kunter. 2013. The effect of content knowledge and pedagogical content knowledge on instructional quality and student achievement. In Cognitive activation in the mathematics classroom and professional competence of teachers. Springer, 175\u2013205.","key":"e_1_3_2_1_8_1"},{"key":"e_1_3_2_1_9_1","volume-title":"From novice to expert. American Journal of nursing 82, 3","author":"Benner Patricia","year":"1982","unstructured":"Patricia Benner . 1982. From novice to expert. American Journal of nursing 82, 3 ( 1982 ), 402\u2013407. Patricia Benner. 1982. From novice to expert. American Journal of nursing 82, 3 (1982), 402\u2013407."},{"key":"e_1_3_2_1_10_1","volume-title":"Effects of teacher enthusiasm training on student on-task behavior and achievement. American educational research journal 20, 3","author":"Bettencourt M","year":"1983","unstructured":"Edward\u00a0 M Bettencourt , Maxwell\u00a0 H Gillett , Meredith\u00a0Damien Gall , and Ray\u00a0 E Hull . 1983. Effects of teacher enthusiasm training on student on-task behavior and achievement. American educational research journal 20, 3 ( 1983 ), 435\u2013450. Edward\u00a0M Bettencourt, Maxwell\u00a0H Gillett, Meredith\u00a0Damien Gall, and Ray\u00a0E Hull. 1983. Effects of teacher enthusiasm training on student on-task behavior and achievement. American educational research journal 20, 3 (1983), 435\u2013450."},{"doi-asserted-by":"crossref","unstructured":"Moiz Bhai and Irina Horoi. 2019. Teacher characteristics and academic achievement. Applied Economics 51(2019). Issue 44. https:\/\/doi.org\/10.1080\/00036846.2019.1597963 10.1080\/00036846.2019.1597963","key":"#cr-split#-e_1_3_2_1_11_1.1","DOI":"10.1080\/00036846.2019.1597963"},{"doi-asserted-by":"crossref","unstructured":"Moiz Bhai and Irina Horoi. 2019. Teacher characteristics and academic achievement. Applied Economics 51(2019). Issue 44. https:\/\/doi.org\/10.1080\/00036846.2019.1597963","key":"#cr-split#-e_1_3_2_1_11_1.2","DOI":"10.1080\/00036846.2019.1597963"},{"volume-title":"Teacher and teaching effects on students","author":"Blazar David","unstructured":"David Blazar . 2016. Teacher and teaching effects on students \u2019 academic performance, attitudes, and behaviors. Ph.D. Dissertation . David Blazar. 2016. Teacher and teaching effects on students\u2019 academic performance, attitudes, and behaviors. Ph.D. Dissertation.","key":"e_1_3_2_1_12_1"},{"doi-asserted-by":"publisher","key":"e_1_3_2_1_13_1","DOI":"10.1007\/s10763-015-9653-2"},{"unstructured":"Computer Science Teachers Association. 2021. Quality PD Indicators. https:\/\/www.csteachers.org\/Page\/quality-pd-review-process Computer Science Teachers Association. 2021. Quality PD Indicators. https:\/\/www.csteachers.org\/Page\/quality-pd-review-process","key":"e_1_3_2_1_14_1"},{"volume-title":"Classroom assessment and the national science education standards","author":"National\u00a0Research Council 2001.","unstructured":"National\u00a0Research Council 2001. Classroom assessment and the national science education standards . National Academies Press . National\u00a0Research Council 2001. Classroom assessment and the national science education standards. National Academies Press.","key":"e_1_3_2_1_15_1"},{"doi-asserted-by":"publisher","key":"e_1_3_2_1_16_1","DOI":"10.54300\/122.311"},{"key":"e_1_3_2_1_17_1","volume-title":"RESPECT 2018 - Conference Proceedings. https:\/\/doi.org\/10","author":"Davis Sloan","year":"2018","unstructured":"Sloan Davis , Jason Ravitz , and Juliane Blazevski . 2018 . Evaluating Computer Science Professional Development Models and Educator Outcomes to Ensure Equity. 2018 Research on Equity and Sustained Participation in Engineering, Computing, and Technology , RESPECT 2018 - Conference Proceedings. https:\/\/doi.org\/10 .1109\/RESPECT.2018.8491716 10.1109\/RESPECT.2018.8491716 Sloan Davis, Jason Ravitz, and Juliane Blazevski. 2018. Evaluating Computer Science Professional Development Models and Educator Outcomes to Ensure Equity. 2018 Research on Equity and Sustained Participation in Engineering, Computing, and Technology, RESPECT 2018 - Conference Proceedings. https:\/\/doi.org\/10.1109\/RESPECT.2018.8491716"},{"key":"e_1_3_2_1_18_1","volume-title":"Evaluating the impact of a facilitated learning community approach to professional development on teacher practice and student achievement. Research in Science and Technological Education 27","author":"Doppelt Yaron","year":"2009","unstructured":"Yaron Doppelt , Christian\u00a0 D. Schunn , Eli\u00a0 M. Silk , Matthew\u00a0 M. Mehalik , Birdy Reynolds , and Erin Ward . 2009. Evaluating the impact of a facilitated learning community approach to professional development on teacher practice and student achievement. Research in Science and Technological Education 27 ( 2009 ). Issue 3. https:\/\/doi.org\/10.1080\/02635140903166026 10.1080\/02635140903166026 Yaron Doppelt, Christian\u00a0D. Schunn, Eli\u00a0M. Silk, Matthew\u00a0M. Mehalik, Birdy Reynolds, and Erin Ward. 2009. Evaluating the impact of a facilitated learning community approach to professional development on teacher practice and student achievement. Research in Science and Technological Education 27 (2009). Issue 3. https:\/\/doi.org\/10.1080\/02635140903166026"},{"key":"e_1_3_2_1_19_1","volume-title":"The five-stage model of adult skill acquisition. Bulletin of science, technology & society 24, 3","author":"Dreyfus E","year":"2004","unstructured":"Stuart\u00a0 E Dreyfus . 2004. The five-stage model of adult skill acquisition. Bulletin of science, technology & society 24, 3 ( 2004 ), 177\u2013181. Stuart\u00a0E Dreyfus. 2004. The five-stage model of adult skill acquisition. Bulletin of science, technology & society 24, 3 (2004), 177\u2013181."},{"volume-title":"Advances in experimental social psychology. Vol.\u00a044","author":"Dunning David","unstructured":"David Dunning . 2011. The Dunning\u2013Kruger effect: On being ignorant of one\u2019s own ignorance . In Advances in experimental social psychology. Vol.\u00a044 . Elsevier , 247\u2013296. David Dunning. 2011. The Dunning\u2013Kruger effect: On being ignorant of one\u2019s own ignorance. In Advances in experimental social psychology. Vol.\u00a044. Elsevier, 247\u2013296.","key":"e_1_3_2_1_20_1"},{"doi-asserted-by":"publisher","key":"e_1_3_2_1_21_1","DOI":"10.3102\/0162373717714056"},{"doi-asserted-by":"publisher","key":"e_1_3_2_1_22_1","DOI":"10.1177\/0895904804265066"},{"key":"e_1_3_2_1_23_1","volume-title":"What makes professional development effective?Phi delta kappan 84, 10","author":"Guskey R","year":"2003","unstructured":"Thomas\u00a0 R Guskey . 2003. What makes professional development effective?Phi delta kappan 84, 10 ( 2003 ), 748\u2013750. Thomas\u00a0R Guskey. 2003. What makes professional development effective?Phi delta kappan 84, 10 (2003), 748\u2013750."},{"doi-asserted-by":"publisher","key":"e_1_3_2_1_24_1","DOI":"10.1145\/3159450.3159496"},{"doi-asserted-by":"publisher","key":"e_1_3_2_1_25_1","DOI":"10.1177\/0013161X90026002002"},{"doi-asserted-by":"publisher","key":"e_1_3_2_1_26_1","DOI":"10.1177\/0013161X97033003003"},{"doi-asserted-by":"publisher","key":"e_1_3_2_1_27_1","DOI":"10.1145\/3017680.3017788"},{"key":"e_1_3_2_1_28_1","volume-title":"Have We Identified Effective Teachers? Validating Measures of Effective Teaching Using Random Assignment. Research Paper. MET Project","author":"Kane J","year":"2013","unstructured":"Thomas\u00a0 J Kane , Daniel\u00a0 F McCaffrey , Trey Miller , and Douglas\u00a0 O Staiger . 2013. Have We Identified Effective Teachers? Validating Measures of Effective Teaching Using Random Assignment. Research Paper. MET Project . Bill & Melinda Gates Foundation( 2013 ). Thomas\u00a0J Kane, Daniel\u00a0F McCaffrey, Trey Miller, and Douglas\u00a0O Staiger. 2013. Have We Identified Effective Teachers? Validating Measures of Effective Teaching Using Random Assignment. Research Paper. MET Project.Bill & Melinda Gates Foundation(2013)."},{"key":"e_1_3_2_1_29_1","first-page":"385","article-title":"Examining the impact of a computational thinking intervention on pre-service elementary science teachers\u2019 computational thinking teaching efficacy beliefs, interest and confidence","volume":"38","author":"Kaya Erdogan","year":"2019","unstructured":"Erdogan Kaya , Ezgi Yesilyurt , Anna Newley , and Hasan Deniz . 2019 . Examining the impact of a computational thinking intervention on pre-service elementary science teachers\u2019 computational thinking teaching efficacy beliefs, interest and confidence . Journal of Computers in Mathematics and Science Teaching 38 , 4(2019), 385 \u2013 392 . Erdogan Kaya, Ezgi Yesilyurt, Anna Newley, and Hasan Deniz. 2019. Examining the impact of a computational thinking intervention on pre-service elementary science teachers\u2019 computational thinking teaching efficacy beliefs, interest and confidence. Journal of Computers in Mathematics and Science Teaching 38, 4(2019), 385\u2013392.","journal-title":"Journal of Computers in Mathematics and Science Teaching"},{"doi-asserted-by":"publisher","key":"e_1_3_2_1_30_1","DOI":"10.1002\/tea.21378"},{"doi-asserted-by":"publisher","key":"e_1_3_2_1_31_1","DOI":"10.1023\/B:JSTE.0000047083.14197.b8"},{"key":"e_1_3_2_1_32_1","volume-title":"Teacher personality and teacher effectiveness in secondary school: Personality predicts teacher support and student self-efficacy but not academic achievement.Journal of Educational Psychology 110, 3","author":"Kim E","year":"2018","unstructured":"Lisa\u00a0 E Kim , Ilan Dar-Nimrod , and Carolyn MacCann . 2018. Teacher personality and teacher effectiveness in secondary school: Personality predicts teacher support and student self-efficacy but not academic achievement.Journal of Educational Psychology 110, 3 ( 2018 ), 309. Lisa\u00a0E Kim, Ilan Dar-Nimrod, and Carolyn MacCann. 2018. Teacher personality and teacher effectiveness in secondary school: Personality predicts teacher support and student self-efficacy but not academic achievement.Journal of Educational Psychology 110, 3 (2018), 309."},{"key":"e_1_3_2_1_33_1","volume-title":"Effects on teachers","author":"Klassen M","year":"2010","unstructured":"Robert\u00a0 M Klassen and Ming\u00a0Ming Chiu . 2010. Effects on teachers \u2019 self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress.Journal of educational Psychology 102, 3 ( 2010 ), 741. Robert\u00a0M Klassen and Ming\u00a0Ming Chiu. 2010. Effects on teachers\u2019 self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress.Journal of educational Psychology 102, 3 (2010), 741."},{"volume-title":"Elementary teachers","author":"Lange Kim","unstructured":"Kim Lange , Thilo Kleickmann , and Kornelia M\u00f6ller . 2011. Elementary teachers \u2019 pedagogical content knowledge and student achievement in science education. In ESERA-Conference , Lyon, France . 5\u20139. Kim Lange, Thilo Kleickmann, and Kornelia M\u00f6ller. 2011. Elementary teachers\u2019 pedagogical content knowledge and student achievement in science education. In ESERA-Conference, Lyon, France. 5\u20139.","key":"e_1_3_2_1_34_1"},{"key":"e_1_3_2_1_35_1","volume-title":"Personal and social-contextual factors in K\u201312 academic performance: An integrative perspective on student learning. Educational psychologist 45, 3","author":"Lee Jihyun","year":"2010","unstructured":"Jihyun Lee and Valerie\u00a0 J Shute . 2010. Personal and social-contextual factors in K\u201312 academic performance: An integrative perspective on student learning. Educational psychologist 45, 3 ( 2010 ), 185\u2013202. Jihyun Lee and Valerie\u00a0J Shute. 2010. Personal and social-contextual factors in K\u201312 academic performance: An integrative perspective on student learning. Educational psychologist 45, 3 (2010), 185\u2013202."},{"doi-asserted-by":"publisher","key":"e_1_3_2_1_36_1","DOI":"10.1145\/3410478"},{"doi-asserted-by":"publisher","key":"e_1_3_2_1_37_1","DOI":"10.1080\/08993408.2015.1111645"},{"doi-asserted-by":"crossref","unstructured":"Bismark Mensah and Eric Koomson. 2020. Linking Teacher-Student Relationship to Academic Achievement of Senior High School Students. Social Education Research(2020). https:\/\/doi.org\/10.37256\/ser.122020140 10.37256\/ser.122020140","key":"#cr-split#-e_1_3_2_1_38_1.1","DOI":"10.37256\/ser.122020140"},{"doi-asserted-by":"crossref","unstructured":"Bismark Mensah and Eric Koomson. 2020. Linking Teacher-Student Relationship to Academic Achievement of Senior High School Students. Social Education Research(2020). https:\/\/doi.org\/10.37256\/ser.122020140","key":"#cr-split#-e_1_3_2_1_38_1.2","DOI":"10.37256\/ser.122020140"},{"key":"e_1_3_2_1_39_1","volume-title":"Evaluating teachers","author":"Merchie Emmelien","year":"2018","unstructured":"Emmelien Merchie , Melissa Tuytens , Geert Devos , and Ruben Vanderlinde . 2018. Evaluating teachers \u2019 professional development initiatives: towards an extended evaluative framework. Research Papers in Education 33 ( 2018 ). Issue 2. https:\/\/doi.org\/10.1080\/02671522.2016.1271003 10.1080\/02671522.2016.1271003 Emmelien Merchie, Melissa Tuytens, Geert Devos, and Ruben Vanderlinde. 2018. Evaluating teachers\u2019 professional development initiatives: towards an extended evaluative framework. Research Papers in Education 33 (2018). Issue 2. https:\/\/doi.org\/10.1080\/02671522.2016.1271003"},{"key":"e_1_3_2_1_40_1","volume-title":"Motivation and Achievement.Theory & Practice in Language Studies 2, 3","author":"Mojavezi Ahmad","year":"2012","unstructured":"Ahmad Mojavezi and Marzieh\u00a0Poodineh Tamiz . 2012. The Impact of Teacher Self-efficacy on the Students \u2019 Motivation and Achievement.Theory & Practice in Language Studies 2, 3 ( 2012 ). Ahmad Mojavezi and Marzieh\u00a0Poodineh Tamiz. 2012. The Impact of Teacher Self-efficacy on the Students\u2019 Motivation and Achievement.Theory & Practice in Language Studies 2, 3 (2012)."},{"unstructured":"National Center for Education Statistics. 2019. Digest of Education Statistics. https:\/\/nces.ed.gov\/programs\/digest\/d20\/tables\/dt20_214.10.asp National Center for Education Statistics. 2019. Digest of Education Statistics. https:\/\/nces.ed.gov\/programs\/digest\/d20\/tables\/dt20_214.10.asp","key":"e_1_3_2_1_41_1"},{"key":"e_1_3_2_1_42_1","volume-title":"Teachers Matter: Understanding Teachers","author":"Opper M.","year":"2019","unstructured":"Isaac\u00a0 M. Opper . 2019 . Teachers Matter: Understanding Teachers \u2019 Impact on Student Achievement. RAND Corporation , Santa Monica, CA. https:\/\/doi.org\/10.7249\/RR4312 10.7249\/RR4312 Isaac\u00a0M. Opper. 2019. Teachers Matter: Understanding Teachers\u2019 Impact on Student Achievement. RAND Corporation, Santa Monica, CA. https:\/\/doi.org\/10.7249\/RR4312"},{"doi-asserted-by":"crossref","unstructured":"Shivaun O'Brien Gerry McNamara Joe O'Hara and Martin Brown. 2020. Learning by doing: evaluating the key features of a professional development intervention for teachers in data-use as part of whole school self-evaluation process. Professional Development in Education(2020). https:\/\/doi.org\/10.1080\/19415257.2020.1720778 10.1080\/19415257.2020.1720778","key":"#cr-split#-e_1_3_2_1_43_1.1","DOI":"10.1080\/19415257.2020.1720778"},{"doi-asserted-by":"crossref","unstructured":"Shivaun O'Brien Gerry McNamara Joe O'Hara and Martin Brown. 2020. Learning by doing: evaluating the key features of a professional development intervention for teachers in data-use as part of whole school self-evaluation process. Professional Development in Education(2020). https:\/\/doi.org\/10.1080\/19415257.2020.1720778","key":"#cr-split#-e_1_3_2_1_43_1.2","DOI":"10.1080\/19415257.2020.1720778"},{"doi-asserted-by":"publisher","key":"e_1_3_2_1_44_1","DOI":"10.1145\/3328778.3366926"},{"doi-asserted-by":"publisher","key":"e_1_3_2_1_45_1","DOI":"10.1145\/3077617"},{"doi-asserted-by":"publisher","key":"e_1_3_2_1_46_1","DOI":"10.1086\/461584"},{"doi-asserted-by":"publisher","key":"e_1_3_2_1_47_1","DOI":"10.1016\/j.chb.2015.06.038"},{"unstructured":"Alan\u00a0H Schoenfeld. 2007. The complexities of assessing teacher knowledge. (2007). Alan\u00a0H Schoenfeld. 2007. The complexities of assessing teacher knowledge. (2007).","key":"e_1_3_2_1_48_1"},{"key":"e_1_3_2_1_49_1","volume-title":"Impact of Teacher Self-Efficacy on Secondary School Students","author":"Shahzad Khurram","year":"2017","unstructured":"Khurram Shahzad and Sajida Naureen . 2017. Impact of Teacher Self-Efficacy on Secondary School Students \u2019 Academic Achievement .Journal of Education and Educational Development 4, 1( 2017 ), 48\u201372. Khurram Shahzad and Sajida Naureen. 2017. Impact of Teacher Self-Efficacy on Secondary School Students\u2019 Academic Achievement.Journal of Education and Educational Development 4, 1(2017), 48\u201372."},{"key":"e_1_3_2_1_50_1","volume-title":"Restructuring\u2019s impact on student achievement: Contrasts by school urbanicity. Educational Administration Quarterly 34, 1_suppl","author":"Shouse C","year":"1998","unstructured":"Roger\u00a0 C Shouse . 1998. Restructuring\u2019s impact on student achievement: Contrasts by school urbanicity. Educational Administration Quarterly 34, 1_suppl ( 1998 ), 677\u2013699. Roger\u00a0C Shouse. 1998. Restructuring\u2019s impact on student achievement: Contrasts by school urbanicity. Educational Administration Quarterly 34, 1_suppl (1998), 677\u2013699."},{"key":"e_1_3_2_1_51_1","volume-title":"Knowledge and teaching: Foundations of the new reform. Harvard educational review 57, 1","author":"Shulman Lee","year":"1987","unstructured":"Lee Shulman . 1987. Knowledge and teaching: Foundations of the new reform. Harvard educational review 57, 1 ( 1987 ), 1\u201323. Lee Shulman. 1987. Knowledge and teaching: Foundations of the new reform. Harvard educational review 57, 1 (1987), 1\u201323."},{"doi-asserted-by":"publisher","key":"e_1_3_2_1_52_1","DOI":"10.1177\/00131610021969173"},{"key":"e_1_3_2_1_53_1","volume-title":"Alfiya\u00a0R. Masalimova, Alexandr\u00a0S. Bersanov, Rashad\u00a0A. Kurbanov, Anna\u00a0V. Boiarchuk, and Andrey\u00a0A. Pavlushin.","author":"Ta\u015ftan Se\u00e7il\u00a0Bal","year":"2018","unstructured":"Se\u00e7il\u00a0Bal Ta\u015ftan , Seyed Mehdi\u00a0Mousavi Davoudi , Alfiya\u00a0R. Masalimova, Alexandr\u00a0S. Bersanov, Rashad\u00a0A. Kurbanov, Anna\u00a0V. Boiarchuk, and Andrey\u00a0A. Pavlushin. 2018 . The impacts of teacher\u2019s efficacy and motivation on student\u2019s academic achievement in science education among secondary and high school students. Eurasia Journal of Mathematics, Science and Technology Education 14 (2018). Issue 6. https:\/\/doi.org\/10.29333\/ejmste\/89579 10.29333\/ejmste Se\u00e7il\u00a0Bal Ta\u015ftan, Seyed Mehdi\u00a0Mousavi Davoudi, Alfiya\u00a0R. Masalimova, Alexandr\u00a0S. Bersanov, Rashad\u00a0A. Kurbanov, Anna\u00a0V. Boiarchuk, and Andrey\u00a0A. Pavlushin. 2018. The impacts of teacher\u2019s efficacy and motivation on student\u2019s academic achievement in science education among secondary and high school students. Eurasia Journal of Mathematics, Science and Technology Education 14 (2018). Issue 6. https:\/\/doi.org\/10.29333\/ejmste\/89579"},{"key":"e_1_3_2_1_54_1","first-page":"137","article-title":"The effect of teacher encouragement on student self-efficacy and motivation for self-regulated performance","volume":"6","author":"Tuckman W","year":"1991","unstructured":"Bruce\u00a0 W Tuckman and Thomas\u00a0 L Sexton . 1991 . The effect of teacher encouragement on student self-efficacy and motivation for self-regulated performance . Journal of Social Behavior and Personality 6 , 1 (1991), 137 . Bruce\u00a0W Tuckman and Thomas\u00a0L Sexton. 1991. The effect of teacher encouragement on student self-efficacy and motivation for self-regulated performance. Journal of Social Behavior and Personality 6, 1 (1991), 137.","journal-title":"Journal of Social Behavior and Personality"},{"doi-asserted-by":"publisher","key":"e_1_3_2_1_55_1","DOI":"10.1177\/0013161X98034004002"},{"doi-asserted-by":"publisher","key":"e_1_3_2_1_56_1","DOI":"10.1016\/j.sbspro.2011.10.144"},{"unstructured":"University of Southern California - Center for Urban Education. 2021. Equity Mindset. https:\/\/cue.usc.edu\/about\/equity\/equity-mindedness\/ University of Southern California - Center for Urban Education. 2021. Equity Mindset. https:\/\/cue.usc.edu\/about\/equity\/equity-mindedness\/","key":"e_1_3_2_1_57_1"},{"unstructured":"U.S. Census Bureau. 2019. Census Bureau Reports Nearly 77 Million Students Enrolled in U.S. Schools. https:\/\/www.census.gov\/newsroom\/press-releases\/2019\/school-enrollment.html U.S. Census Bureau. 2019. Census Bureau Reports Nearly 77 Million Students Enrolled in U.S. Schools. https:\/\/www.census.gov\/newsroom\/press-releases\/2019\/school-enrollment.html","key":"e_1_3_2_1_58_1"},{"unstructured":"Beverly Vaillancourt and Emmanuel Schanzer. 2018. In Search of Quality Professional Development. https:\/\/drive.google.com\/file\/d\/1ztko8ePIVo7I-QQzPuUrCIB4-qItPc88\/view Beverly Vaillancourt and Emmanuel Schanzer. 2018. In Search of Quality Professional Development. https:\/\/drive.google.com\/file\/d\/1ztko8ePIVo7I-QQzPuUrCIB4-qItPc88\/view","key":"e_1_3_2_1_59_1"},{"doi-asserted-by":"publisher","key":"e_1_3_2_1_60_1","DOI":"10.1145\/3265757.3265762"},{"key":"e_1_3_2_1_61_1","volume-title":"Teacher and collective efficacy beliefs as predictors of professional commitment. The journal of educational research 100, 5","author":"Ware Herbert","year":"2007","unstructured":"Herbert Ware and Anastasia Kitsantas . 2007. Teacher and collective efficacy beliefs as predictors of professional commitment. The journal of educational research 100, 5 ( 2007 ), 303\u2013310. Herbert Ware and Anastasia Kitsantas. 2007. Teacher and collective efficacy beliefs as predictors of professional commitment. The journal of educational research 100, 5 (2007), 303\u2013310."},{"doi-asserted-by":"publisher","key":"e_1_3_2_1_62_1","DOI":"10.1145\/3303770"},{"doi-asserted-by":"publisher","key":"e_1_3_2_1_63_1","DOI":"10.1145\/2978249.2978264"},{"doi-asserted-by":"publisher","key":"e_1_3_2_1_64_1","DOI":"10.1145\/3408877.3432441"},{"doi-asserted-by":"publisher","key":"e_1_3_2_1_65_1","DOI":"10.3102\/0034654315626801"},{"doi-asserted-by":"crossref","unstructured":"Albert Zeggelaar Marjan Vermeulen and Wim Jochems. 2020. Evaluating effective professional development. Professional Development in Education(2020). https:\/\/doi.org\/10.1080\/19415257.2020.1744686 10.1080\/19415257.2020.1744686","key":"#cr-split#-e_1_3_2_1_66_1.1","DOI":"10.1080\/19415257.2020.1744686"},{"doi-asserted-by":"crossref","unstructured":"Albert Zeggelaar Marjan Vermeulen and Wim Jochems. 2020. Evaluating effective professional development. Professional Development in Education(2020). https:\/\/doi.org\/10.1080\/19415257.2020.1744686","key":"#cr-split#-e_1_3_2_1_66_1.2","DOI":"10.1080\/19415257.2020.1744686"},{"key":"e_1_3_2_1_67_1","first-page":"1","article-title":"High School Teachers\u2019 Self-efficacy in Teaching Computer Science","volume":"20","author":"Zhou Ninger","year":"2020","unstructured":"Ninger Zhou , Ha Nguyen , Christian Fischer , Debra Richardson , and Mark Warschauer . 2020 . High School Teachers\u2019 Self-efficacy in Teaching Computer Science . ACM Transactions on Computing Education (TOCE) 20 , 3 (2020), 1 \u2013 18 . Ninger Zhou, Ha Nguyen, Christian Fischer, Debra Richardson, and Mark Warschauer. 2020. High School Teachers\u2019 Self-efficacy in Teaching Computer Science. ACM Transactions on Computing Education (TOCE) 20, 3 (2020), 1\u201318.","journal-title":"ACM Transactions on Computing Education (TOCE)"}],"event":{"acronym":"Koli Calling '21","name":"Koli Calling '21: 21st Koli Calling International Conference on Computing Education Research","location":"Joensuu Finland"},"container-title":["Proceedings of the 21st Koli Calling International Conference on Computing Education Research"],"original-title":[],"link":[{"URL":"https:\/\/dl.acm.org\/doi\/abs\/10.1145\/3488042.3488054","content-type":"text\/html","content-version":"vor","intended-application":"syndication"},{"URL":"https:\/\/dl.acm.org\/doi\/pdf\/10.1145\/3488042.3488054","content-type":"application\/pdf","content-version":"vor","intended-application":"syndication"},{"URL":"https:\/\/dl.acm.org\/doi\/pdf\/10.1145\/3488042.3488054","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2023,6,20]],"date-time":"2023-06-20T05:43:17Z","timestamp":1687239797000},"score":1,"resource":{"primary":{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/3488042.3488054"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2021,11,18]]},"references-count":72,"alternative-id":["10.1145\/3488042.3488054","10.1145\/3488042"],"URL":"https:\/\/doi.org\/10.1145\/3488042.3488054","relation":{},"subject":[],"published":{"date-parts":[[2021,11,18]]},"assertion":[{"value":"2021-11-18","order":2,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}]}}