Session Information
16 SES 01 A, ICT and Pedagogy
Paper Session
Contribution
Method
Expected Outcomes
References
Ben-Ari, M. (1998). Constructivism in computer science education: Technical Symposium on Computer Science Education archive. Proceedings of the 29th SIGCSE Technical Symposium on Computer Science Education, (pp. 257 – 261). Berg, A. J. (1995). Feminism and Constructivism: Do Artifacts Have Gender? Science, Technology & Human Values, 20(3), 332-351. Bernstein, D. (1991). Comfort and experience with computing: Are they the same for women and men? SIGCSE Bulletin, 23(3), 57-60. Beynon, J. (1993). Dominant boys and invisible girls: or, Hanna it’s not a toaster, It’s a computer!” In J. Beynon, J. & H. Mackay H. (Eds.) Computers into classrooms: More questions than answers (pp. 1-18). London: Falmer. Bhargava, A. (2002). Gender bias in computer software programs: a checklist for teachers. Information Technology in Childhood Education, 22, 205-218. Bush, T. (1996). Gender, group composition, cooperation, and self-efficacy in computer studies. Journal of Educational Computing Research, 15(2), 125-135. Butler, C. (2002). Success in introductory computer science courses: A survey of assessment studies and predictive factors; Retrieved August 22, 2005. Canadian Association of University Teachers (CAUT). (2007). Almanac of Post-Secondary Education in Canada. Ottawa, ON. Charles, M. & Bradley, K. (2006). A matter of degrees: Female underrepresentation in computer science programs cross-nationally. In J. McGrath-Cohoon & W. C. Aspray (Eds.) Women and Information Technology: Research on the Reasons for Underrepresentation (pp. 183-204). Cambridge, MA: MIT Press. Cooper, J. & Weaver, K.D. (2003). Gender and computers: Understanding the digital divide. Mahwah, New Jersey: Erlbaum. Corston, R. & Colman, A. M. (1996). Gender and social facilitation effects on computer competence and attitudes toward computers. Journal of Educational Computing Research, 14(2), 171-183. Creswell J. W. (2003). Research design, qualitative, quantitative and mixed approaches. Second edition. London: Sage. Creswell, J. W. & Miller, D. L.(2000). Determining validity in qualitative inquiry. Theory into Practice. Proquest international Journals, 39(3), 124-130. Damarin, S. (1989). Rethinking equity: an imperative for educational computing. The Computing Teacher Journal, 16(7), 16-18. DeClue, T.H. (1997). Academic computer science and gender: A naturalistic study investigating the causes of attrition. Unpublished doctoral Dissertation; Southern Illinois University at Carbondale (UMI No. 9801057). Deboer, G.E. (1984). Factors related to the decision of men and women to continue taking science courses in college. Journal of Research in Science Teaching, 21(3), 325-329. Dickhauser, O. & Stiensmeier-Pelster, J. (2002). Gender differences in computer work: evidence for the model of achievement-related choices. Journal of Contemporary Educational Psychology, 27(3), 486-496. Dryburgh, H. (2000). Under representation of girls and women in computer science: Classification of 1990s research. Journal of Educational Computing Research, 23(2), 181-202. Geelan, D. R. (1997). Epistemological agency and the many forms of constructivism. Science & Education, 6, 15-27. Gilligan, C. (1982). In a different voice: Psychological theory and women's development. Cambridge, MA : Harvard University Press. Grundy, A.F. (1998). Mathematics in computing: A help or hindrance for women? Retrieved August 24, 2005 from http://www.cs.keele.ac.uk/content/people/a.f.grundy/maths.htm Grundy, A. F. (2003). Women, Power and Progress, Retrieved August 20, 2005 from http://www.cs.keele.ac.uk/content/people/a.f.grundy/power.htm Harrell, W.J. (1998). Gender and equity issues affecting educational computer use. Equity and Excellence in Education, 31(3), 46-53. Howell, K. (1993). The experience of women in undergraduate computer science: What does the research say? SIGCSE Bulletin, 25(2), 1-8. Lincoln, Y. S. & Guba, E.G. (2000). Paradigmatic controversies, contradictions and emerging confluences. In N.K. Denzin and Y.S. Lincoln (eds.) Handbook of qualitative research. Second edition., (pp. 163-188), London: Sage Publications Ltd. Lohan, M. (2000). Constructive tensions in feminist technology studies. Social Studies of Science, 30(6), 895-916. Margolis J., & Fisher, A. (2003). Unlocking the clubhouse: Women in computing. Cambridge, MA: MIT Press. Miliszewska, I., Barker, G., Henderson, S. & Sztendur, E. (2005). The Issue of Gender Equity in Computer Science –What Students Say. Journal of Information Technology, 5, 107-120, Retrieved January 30, 2008 from http://www.jite.org/documents/Vol5/v5p107-120Miliszewska136.pdf Morse, J. M. (2003). Principles of mixed methods and multimethod research design. In A. Tashakkori & C. Teddlie (Eds.) Handbook of Mixed Methods in Social and Behavioral Research, (pp. 189-208). Thousand Oaks, CA: Sage. Moses, L.E. (1993). Our computer science classrooms: Are they “friendly” to female students? SIGCSE, 25(3), 3-12. Onwuegbuzie, A. J. & Teddlie C. (2003). A framework for analyzing data in mixed methods research. In A. Tashakkori& C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (351-383), Thousands Oaks, CA: Sage. Roulet, G. (1997). Mathematics curriculum for Ontario secondary schools: Issues, choices and opinions. A background research paper commissioned by the Ontario Ministry of Education and Training in support of secondary school curriculum renewal. Queens’University. Retrieved July 12, 2005 from: http://educ.queensu.ca/~rouletg/WEB-PPR.htm#top Sadker. M & Sadker, D. (1992). Fairing at fairness. NBC Dateline. Broadcast April 7, 1992. Burlington, VT: New Video. Sanders, J.S. (2005). Gender and technology: A research Review. Retrieved at Dec 20, 2005 from http://www.josanders.com/pdf/gendertech0705.pdf Savard M., Mitchell S.N., Abrami, P. C. &. Corso, M. (1995). Learning together at distance. Canadian Journal of Educational Communication, 24(2), 117-131. Shen, C. H. (1997). The effects of gender and cooperative learning with CAI on college students' computer science achievement and attitudes toward computers. Unpublished Doctoral dissertation, Florida Institute of Technology. Solvberg A. M. (2003). Computer-Related Control Beliefs and Motivation: A Panel Study, Journal of Research on Technology in Education, 35(4), 473-487. Stoilescu, D. (2005). Equity strategies required in computer science curriculum. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2005 (pp. 767-773). Chesapeake, VA: AACE. Todman, J. (2000). Gender differences in computer anxiety among university entrants since 1992. Computers & Education, 34 (1), 27-35. Turkle, S. (1984). The second self: Computers and the human spirit. NY: Simon and Schuster. Verbick, T. (2002). Women, technology, and gender bias. Journal of Computing Sciences in Colleges, 17(3), 240 – 250. Wilson, B. C. (2002). A study of factors promoting success in computer science including gender differences. Computer Science Education, 12(1&2), 141-164. Young, B.J. (2000). Gender differences in student attitudes toward computers. Journal of Research on Computing in Education, 33(2), 204-216. Yuen, A. H. K., & Ma W. W. K. (2002). Gender differences in teacher computer acceptance. Journal of Technology and Teacher Education, 10(3), 365-382.
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