9 Kathryn D. Sloane Marcia C. Linn University of California Berkeley
in Pascal Programming
|II. ||Ideal Programming Knowledge|
|III. ||Research on Instructional Practice and Learning|
|A. ||Learning Time|
|B. ||Explicit Instruction|
|A. ||Research Questions and Design|
|1. ||Student ability and background|
|2. ||Students' programming proficiency|
|3. ||Classroom characteristics and conditions|
|4. ||Student survey: Classroom characteristics questionnaire|
|5. ||Teacher reports|
|6. ||Agreement among students and teachers|
|VI. ||Results and Discussion|
|A. ||Variation Across Classes|
|B. ||Variables Related to Student Performance|
|1. ||Student ability and previous experience|
|2. ||Class variables and student performance|
|3. ||Classroom variables related to performance on Madlibs case study|
|4. ||Class variables related to performance on programming assignment|
|5. ||Comparing patterns of class variables|
|VII. ||Conclusions and Search for an "Ideal Balance"|
Questia, a part of Gale, Cengage Learning. www.questia.com
Book title: Teaching and Learning Computer Programming:Multiple Research Perspectives.
Contributors: Richard E. Mayer - Editor.
Publisher: Lawrence Erlbaum Associates.
Place of publication: Hillsdale, NJ.
Publication year: 1988.
Page number: 207.
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