Journal on Educational Resources in Computing Volume 4, Number 1, ISSN 1531-4278
Pair-programming has been found to be very beneficial in educational settings. Students who pair in their introductory programming course are more confident, have greater course completion and pass rates, and are more likely to persist in computer-related majors. Although pairing helps all students, we believe that it is particularly beneficial for women because it addresses several significant factors that limit women's participation in computer science. We provide reasons for our belief that pair-programming helps women persist in these majors. We also repeat, with special emphasis on the impact on women, some details published elsewhere regarding our experiments on pair-programming with college and university students. Additionally, we provide new data that supports our original findings.
Werner, L.L., Hanks, B. & McDowell, C. (2004). Pair-Programming Helps Female Computer Science Students. Journal on Educational Resources in Computing, 4(1),. Retrieved February 16, 2019 from https://www.learntechlib.org/p/69876/.
School-embedded and district-wide instructional coaching in K-8 computer science: Implications for including students with disabilities
Maya Israel, University of Florida, United States; Meg. J. Ray, Cornell Tech, United States; Wendy C. Maa, Ga Kyung Jeong, Chung eun Lee & Todd Lash, University of Illinois at Urbana Champaign, United States; Virginie Do, Ecole Polytechnique, France
Journal of Technology and Teacher Education Vol. 26, No. 3 (July 2018) pp. 471–501
An Analysis of Pair Programming as a Pedagogical Tool for Student Success in Computer Science at a Community College
Lynette Jackson, Albertha Lawson, Moustapha Diack, Ebrahim Khosravi & Rachel Vincent-Finley, Southern University and A&M College, United States
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 699–703
Ronald Erdei, David Whittinghill & John Springer, Purdue University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 543–551
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