Showing papers by "Justus J. Randolph published in 2007"
TL;DR: In this article, the authors analyzed 18 response card articles, theses, or dissertations to determine the magnitude of effect that response card strategies have on test achievement, quiz achievement, class participation, and intervals of off-task behavior.
Abstract: In this meta-analysis, the author analyzed 18 response card articles, theses, or dissertations to determine the magnitude of effect that response card strategies have on test achievement, quiz achievement, class participation, and intervals of off-task behavior. The author also determined whether the type of response cards used or the presence or absence of ceiling effects had a differential effect on study outcomes. Using the traditional method of hand raising as a control condition, he found that response cards have large, statistically significant effect sizes for test achievement, quiz achievement, participation, and reduction in intervals of disruptive behavior. No significant difference was found between types of response cards used. Although the difference was not statistically significant, studies with ceiling effects had, on average, effect sizes that were notably lower than studies without ceiling effects. Place of publication, type of publication, and sample size were not significant moderators...
110 citations
TL;DR: It was found that there were no practically or statistically significant differences between the articles published in journals and those published in conference proceedings on any of the indicators of methodological quality.
Abstract: In this study we empirically investigate the claim that articles published in computer science education journals are more methodologically sound than articles published in computer science education conference proceedings. A random sample of 352 articles was selected from those articles published in major computer science education forums between 2000 and 2005. Each article was then coded in terms of five indicators of methodological quality. It was found that there were no practically or statistically significant differences between the articles published in journals and those published in conference proceedings on any of the indicators of methodological quality. One implication of this finding is that those who evaluate the academic output of computer science education researchers should be wary of arbitrarily prescribing more academic merit to journal publications than conference publications.
43 citations
01 Dec 2007
TL;DR: A summary of the findings and recommendations from an ACM SIGCSE Special Projects grant to conduct a large-scale methodological review of the computer science education literature are presented here.
Abstract: A summary of the findings and recommendations from an ACM SIGCSE Special Projects grant to conduct a large-scale methodological review of the computer science education literature are presented here.
43 citations
TL;DR: A case study in youth participatory program planning conducted in the context of a nonformal technology-education program in eastern Finland found that the observed program planning process was similar to the intended planning process and that the process was well received by the planning participants.
13 citations
TL;DR: A small-scale replication of a high quality review of the distance learning literature from 1992-1999 concluded that most of the research on distance learning had serious methodological flaws, and the results of that review indicated that the sample of post-1999 articles had the same methodological flaws.
Abstract: A high quality review of the distance learning literature from 1992-1999 concluded that most of the research on distance learning had serious methodological flaws. This paper presents the results of a small-scale replication of that review. A sample of 66 articles was drawn from three leading distance education journals. Those articles were categorized by study type, and the experimental or quasi-experimental articles were analyzed in terms of their research methodologies. The results indicated that the sample of post-1999 articles had the same methodological flaws as the sample of pre-1999 articles: most participants were not randomly selected, extraneous variables and reactive effects were not controlled for, and the validity and reliability of measures were not reported.
4 citations
01 Dec 2007
TL;DR: Four articles that came about as a result of a special projects grant to develop resources for planning and evaluating CSE programs, including a review of previous K-12 CSE program evaluations, two evaluation and planning models, and a case study in youth participatory program planning.
Abstract: In this paper, I summarize four articles that came about as a result of a special projects grant to develop resources for planning and evaluating CSE programs. The articles include a review of previous K-12 CSE program evaluations, two evaluation and planning models, and a case study in youth participatory program planning in which those models were investigated.
1 citations