scholarly journals Undergraduate Haredi Students Studying Computer Science: Is Their Prior Education Merely a Barrier?

10.28945/3878 ◽  
2017 ◽  
Vol 13 ◽  
pp. 197-214
Author(s):  
Sarah Genut ◽  
Yifat Ben-David Kolikant
Keyword(s):  
Computer Science ◽  
Conceptual Knowledge ◽  
The Other ◽  
Future Research ◽  
Academic Learning ◽  
Solution Processes ◽  
Group A ◽  
Research Goal ◽  
Research Students ◽  
K 12

Aim/Purpose: Our research focuses on a unique group a students, who study CS: ultra-orthodox Jewish men. Their previous education is based mostly on studying Talmud and hence they lacked a conventional high-school education. Our research goal was to examine whether their prior education is merely a barrier to their CS studies or whether it can be recruited to leverage academic learning. Background: This work is in line with the growing interest in extending the diversity of students studying computer science (CS). Methodology: We employed a mixed-methods approach. We compared the scores in CS courses of two groups of students who started their studies in the same college in 2015: 58 ultraorthodox men and 139 men with a conventional background of Israeli K-12 schooling. We also traced the solution processes of ultraorthodox men in tasks involving Logic, in which their group scored significantly better than the other group. Contribution: The main contribution of this work lies in challenging the idea that the knowledge of unique cultures is merely a barrier and in illustrating the importance of further mapping such knowledge. Findings: The ultraorthodox group’s grades in the courses never fell below the grades of the other group for the duration of the five semesters. Due to their intensive Talmud studies (which embeds Logic), we hypothesized they would have leverage in subjects relating to Logic; however this hypothesis was refuted. Nevertheless, we found that the ultraorthodox students tended to recruit conceptual knowledge rather than merely recalling a procedure to solve the task, as novices often do. Recommendations for Practitioners: We concluded that these students’ unique knowledge should not be viewed merely as a barrier. Rather, it can and should be considered in terms of what and how it can anchor and leverage learning; this could facilitate the education of this unique population. Impact on Society: This conclusion has an important implication, given the growing interest in diversifying higher education and CS in particular, to include representatives of groups in society that come from different, unique cultures. Future Research: Students’ unique previous knowledge can and should be mapped, not only to foresee weaknesses that are an outcome of “fragile knowledge” , but also in terms of possible strengths, knowledge, values, and practices that can be used to anchor and expand the new knowledge.

Dirty Work and Dirtier Work: Differences in Countering Physical, Social, and Moral Stigma

2014 ◽  
Vol 10 (1) ◽  
pp. 81-108 ◽  
Author(s):  
Blake E. Ashforth ◽  
Glen E. Kreiner
Keyword(s):  
Distinct Group ◽  
The Other ◽  
Future Research ◽  
Identity Threat ◽  
Dirty Work ◽  
Exotic Dancers ◽  
Organization Level ◽  
Group A

The literature on dirty work has focused on what physically (e.g., garbage collectors), socially (e.g., addiction counsellors), and morally (e.g., exotic dancers) stigmatized occupations have in common, implying that dirty work is a relatively monolithic construct. In this article, we focus on thedifferencesbetween these three forms of dirty work and how occupational members collectively attempt to counter the particular stigma associated with each. We argue that the largest differences are between moral dirty work and the other two forms; if physical and social dirty work tend to be seen as more necessary than evil, then moral dirty work tends to be seen as more evil than necessary. Moral dirty work typically constitutes a graver identity threat to occupational members, fostering greater entitativity (a sense of being a distinct group), a greater reliance on members as social buffers, and a greater use of condemning condemners and organization-level defensive tactics. We develop a series of propositions to formalize our arguments and suggest how this more nuanced approach to studying dirty work can stimulate and inform future research.

A Research Agenda for Computational Thinking

2018 ◽  
pp. 65-77 ◽  
Author(s):  
Betul C. Czerkawski
Keyword(s):  
Computer Science ◽  
Science Teachers ◽  
Research Agenda ◽  
Computational Thinking ◽  
Future Research ◽  
Research Needs ◽  
Discussion Section ◽  
Computer Scientists ◽  
K 12 ◽  
Science Departments

It has been more than a decade since Jeanette Wing's (2006) influential article about computational thinking (CT) proposed CT to be a “fundamental skill for everyone” (p. 33) and that needs to be added to every child's knowledge and skill set like reading, writing and arithmetic. Wing suggested that CT is a universal skill, and not only for computer scientists. This call resonated with many educators leading to various initiatives by the International Society for Teacher in Education (ISTE) and Computer Science Teachers Association (CSTA) provided the groundwork to integrate CT into the K-12 curriculum. While CT is not a new concept and has been taught in computer science departments for decades, Wing's call created a shift towards educational computing and the need for integrating it into curriculum for all. Since 2006, many scholars have conducted empirical or qualitative research to study the what, how and why of CT. This chapter reviews the most current literature and identifies general research patterns, themes and directions for the future. The purpose of the chapter is to emphasize future research needs by cumulatively looking at what has been done to date in computational thinking research. Consequently, the conclusion and discussion section of the paper presents a research agenda for future.

English Learners (EL) and Computer Science (CS) Learning

2021 ◽  
pp. 70-87
Author(s):  
Sumi Hagiwara ◽  
Neledith Janis Rodriguez
Keyword(s):  
Computer Science ◽  
English Learners ◽  
Student Participation ◽  
Future Research ◽  
Playing Field ◽  
Linguistic Challenges ◽  
K 12

The national call to increase student participation in CS is widely adopted, but there is limited research that examines English learners (EL) on the agenda for K-12 CS education. This chapter contributes to the literature by analyzing the landscape of EL in computer science and highlighting the linguistic challenges that EL students experience in CS. By understanding significant themes that emerge from these challenges, we conclude with recommendations on how to support EL and future research and strategies for creating a more equitable playing field in CS education for English learners.

Tonsillar Inflammation, a Rare Cause of Bradycardia and Hypotension

2018 ◽  
Vol 3 (3) ◽  
Keyword(s):  
Streptococcus Pyogenes ◽  
Fusobacterium Necrophorum ◽  
Outpatient Setting ◽  
Peritonsillar Abscess ◽  
The Other ◽  
Streptococcus Group ◽  
Other Hand ◽  
Group A

Tonsillitis is a frequently encountered pathology in the outpatient setting, usually caused by viruses [1]. When bacterial, the most common causatory microbe is streptococcus group A [1]. Tonsillar and peritonsillar abscess (PTA) on the other hand are never viral, and are usually caused by streptococcus pyogenes, Streptococcus melleri, fusobacterium necrophorum and staphylococci [1,2]. The overall incidence of PTA is suggested to be 37/100,000 patients, with the highest incidence between ages 14-21 at 124/100,000 [3].

scholarly journals Negotiating (dis-)engagement in K-12 blended learning

2021 ◽  
Author(s):  
Nina Bergdahl ◽  
Melissa Bond
Keyword(s):  
Active Learning ◽  
Blended Learning ◽  
Digital Technologies ◽  
Vital Role ◽  
Future Research ◽  
Socially Disadvantaged ◽  
Leadership Engagement ◽  
Upper Secondary ◽  
K 12 ◽  
Engagement And Disengagement

AbstractIt is well-recognised that engagement is critical for learning and school success. Engagement (and disengagement) are, however, also influenced by context. Thus, as digital technologies add complexity to the educational context, they influence classroom leadership, lesson designs and related practices, and thereby engagement. Despite being critical, engagement and disengagement are not well explored concerning these influences, with a lack of research undertaken within socially disadvantaged schools. In this qualitative study, 14 classroom observations were conducted, during five months, in twelve classes in an upper secondary school in Sweden, along with dialogues with teachers (n=12) and students (n=32). The data were analysed using thematic analysis and descriptive statistics. Identified themes include digital context, teacher leadership, engagement and disengagement. A network of relations between the (dis-)engagement compound and themes is presented. The results identified processes in which engagement shifted into disengagement and vice versa; in particular, that the intention of active learning does not automatically translate to active learning for all students, although teachers employed a higher work pace than did their students. Teacher self-efficacy and awareness of how to manage digital technologies in and outside the classroom was found to play a vital role in facilitating engagement. Understanding the (dis-)engagement compound in blended learning environments is key to inform active and visible learning for future research and supportive organisational structures.

Influences on Academic Talent Development of Black Girls in K-12: A Systematic Review

2021 ◽  
pp. 1932202X2110138
Author(s):  
Brenda K. Davis
Keyword(s):  
Systematic Review ◽  
Racial Identity ◽  
Thematic Analysis ◽  
Systematic Approach ◽  
Talent Development ◽  
Academic Development ◽  
Black Girls ◽  
Personal Attributes ◽  
Future Research ◽  
K 12

Black girls experience numerous challenges to their academic development. This study examines the literature from the last 30 years related to the influences on the academic talent development of school-aged Black girls. Environmental and intrapersonal influences to Black girls academic talent development are explored. Using a systematic approach, 43 articles are reviewed and summarized. Thematic analysis conducted on the results and findings sections from each article reveal four major themes related to personal attributes, racial identity, relationships, and institutions. The themes expand the understanding of the complexity of talent development of Black girls and identify several intrapersonal and environmental influences that can promote or hinder academic achievement. Implications for future research are discussed.

scholarly journals A qualitative investigation of LGBTQ+ young people’s experiences and perceptions of self-managing their mental health

2021 ◽  
Author(s):  
Rosa Town ◽  
Daniel Hayes ◽  
Peter Fonagy ◽  
Emily Stapley
Keyword(s):  
Mental Health ◽  
Young People ◽  
Management Strategies ◽  
Intervention Development ◽  
Community Support ◽  
Self Management ◽  
Future Research ◽  
Youth Groups ◽  
Coping Methods ◽  
Group A

AbstractThere is evidence that young people generally self-manage their mental health using self-care strategies, coping methods and other self-management techniques, which may better meet their needs or be preferable to attending specialist mental health services. LGBTQ+ young people are more likely than their peers to experience a mental health difficulty and may be less likely to draw on specialist support due to fears of discrimination. However, little is known about LGBTQ+ young people’s experiences and perceptions of self-managing their mental health. Using a multimodal qualitative design, 20 LGBTQ+ young people participated in a telephone interview or an online focus group. A semi-structured schedule was employed to address the research questions, which focussed on LGBTQ+ young people’s experiences and perceptions of self-managing their mental health, what they perceived to stop or help them to self-manage and any perceived challenges to self-management specifically relating to being LGBTQ+ . Reflexive thematic analysis yielded three key themes: (1) self-management strategies and process, (2) barriers to self-management and (3) facilitators to self-management. Participants’ most frequently mentioned self-management strategy was ‘speaking to or meeting up with friends or a partner’. Both barriers and facilitators to self-management were identified which participants perceived to relate to LGBTQ+ identity. Social support, LGBTQ+ youth groups and community support were identified as key facilitators to participants’ self-management of their mental health, which merits further investigation in future research. These findings also have important implications for policy and intervention development concerning LGBTQ+ young people’s mental health.

Psychophysically Based Physical Capability Limits For Right Angle Power Tool Operation

2020 ◽  
Vol 64 (1) ◽  
pp. 910-914
Author(s):  
Jonathan Valencia ◽  
Joel Cort
Keyword(s):  
Analysis Of Variance ◽  
The Other ◽  
Mixed Design ◽  
Joint Orientation ◽  
Physical Capability ◽  
Subject Variables ◽  
Group A ◽  
Repeated Analysis ◽  
Post Hoc

A psychophysical methodology was utilized to examine 40 non-skilled female participants performing right-angle power tool (RAPT) fastening tasks. A combination of two between subject variables were examined for a total of four between-subject groups: joint orientation (horizontal and vertical planes) and joint hardness (hard and soft joints). Participants were evenly distributed into one of four joint orientation- hardness groups. Within each group, a combination of three fastening strategies and three fastening frequencies were performed by each participant. The chosen target torque determined the physical capability limits (PCL). A mixed-design repeated analysis of variance with Tukey’ significance post hoc test were used to determine any significance with the measured variables ( p<0.05). Fastening strategy and frequency influenced the chosen torque magnitude. Participants chose significantly higher target torques with the Turbo Tight strategy in comparison to the other two strategies. Furthermore, participants chose to accept lower target torques and forces as fastening frequency increased.

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