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Communal Learning versus Individual Learning: An Exploratory Convergent Parallel Mixed-Method Study to Describe How Young African American Novice Programmers Learn Computational Thinking Skills in an Informal Learning Environment

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dc.contributor.advisor Clark, Kevin A
dc.contributor.author Hatley, Leshell April Denise
dc.creator Hatley, Leshell April Denise
dc.date.accessioned 2016-09-28T10:21:22Z
dc.date.available 2016-09-28T10:21:22Z
dc.date.issued 2016
dc.identifier.uri http://hdl.handle.net/1920/10432
dc.description.abstract Today, most young people in the United States (U.S.) live technology-saturated lives. Their educational, entertainment, and career options originate from and demand incredible technological innovations. However, this extensive ownership of and access to technology does not indicate that today's youth know how technology works or how to control and use it to spawn innovation and create. The Computer Science Education (CSEd) research community recently made recommendations to help get young students more engaged in computer science, have longer exposure to the field’s concepts and practices, and thus use this longevity to persist through higher education and into computer science careers.
dc.format.extent 298 pages
dc.language.iso en
dc.rights Copyright 2016 Leshell April Denise Hatley
dc.subject Instructional design
dc.subject Educational technology
dc.subject Curriculum development
dc.subject African-Americans
dc.subject Communal Learning
dc.subject Computational Thinking
dc.subject Culturally Relevant Pedagogy
dc.subject Informal Learning
dc.subject Novice Programmers
dc.title Communal Learning versus Individual Learning: An Exploratory Convergent Parallel Mixed-Method Study to Describe How Young African American Novice Programmers Learn Computational Thinking Skills in an Informal Learning Environment
dc.type Dissertation
thesis.degree.level Ph.D.
thesis.degree.discipline Education
thesis.degree.grantor George Mason University


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