02/29/2024
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by “Learning Together: The Impact on 2nd Grade Teachers' Efficacy and Attitudes Toward Computer Science when Working Alongside their Students.”

Candidate: Melissa Unger
Degree: Doctoral- Leadership in Schooling STEM
Defense Date: Monday, March 11, 2024
Time: 10 a.m.
Location: Remote via Zoom 
Thesis/Dissertation Title: "Learning Together: The Impact on 2nd Grade Teachers' Efficacy and Attitudes Toward Computer Science when Working Alongside their Students”

Dissertation Committee

  • Dissertation Chair: Phitsamay S. Uy, Ed.D, Professor, School of Education, University of Massachusetts Lowell
  • Committee Member: James Nehring, Ed.D., Professor, School of Education, University of Massachusetts Lowell
  • Committee Member: William Goldsworthy, Ed.D., Professor, School of Education, University of Massachusetts Lowell

Abstract
Computer Science (CS) is a rapidly growing field and impacts just about every aspect of students’ lives. From media consumption to future careers in medicine, agriculture, security, finance, and other areas, having an understanding of computer programming is essential for 21st century society and careers. Over the next decade, employment opportunities in computer and information technology occupations are projected to grow. However, current CS positions are primarily filled by men. While elementary school is when students of all genders express the most interest in CS content, few elementary educators have CS training. This gap in professional development for educators creates a missed opportunity to engage all learners in CS learning experiences. A stronger introduction to CS at the elementary level can help to encourage female students to further their CS education throughout their schooling, and one way to do this is to create the conditions where teachers and students can learn CS concepts together. This three-manuscript dissertation used a mixed methods study of six second-grade classroom teachers to explore the impact on teachers’ CS self-efficacy when they had the opportunity to engage with the content alongside their students. As teachers gain experience with CS, this study found an increase in confidence in their teaching abilities and a greater willingness to bring CS to their students.