Document Type
Conference Paper
Rights
Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence
Disciplines
Computer Sciences
Abstract
This paper presents an international study of K-12 Computer Science implementation across Australia, England, Ireland, Italy, Malta, Scotland and the United States. We present findings from a pilot study, comparing CS curriculum requirements (intended curriculum) captured through country reports, with what surveyed teachers (n=244) identify as enacting in their classroom (the enacted curriculum). We address the extent that teachers are implementing the intended curriculum as enacted curriculum, exploring specifically country differences in terms of programming languages and CS topics implemented. Our findings highlight the similarities and differences of intended and enacted CS curriculum within and across countries and the value of such comparisons.
DOI
https://doi.org/10.1145/3364510.3364517
Recommended Citation
Katrina Falkner, Sue Sentance, Rebecca Vivian, Sarah Barksdale, Leonard Busuttil, Elizabeth Cole, Christine Liebe, Francesco Maiorana, Monica M. McGill, and Keith Quille. 2019. An International Comparison of K-12 Computer Science Education Intended and Enacted Curricula. In Proceedings of the 19th Koli Calling International Conference on Computing Education Research (Koli Calling '19). Association for Computing Machinery, New York, NY, USA, Article 4, 1–10. DOI: 10.1145/3364510.3364517
Included in
Computer Sciences Commons, Educational Assessment, Evaluation, and Research Commons, International and Comparative Education Commons
Publication Details
Koli Calling '19: Proceedings of the 19th Koli Calling International Conference on Computing Education Research