Markeya S. Peteranetz

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Our study was based on exploring CS1 students' implicit theories of intelligence. Referencing Dweck and Leggett's [5] framework for implicit theories of intelligence, we investigated (1) how students' implicit theories changed over the course of a semester, (2) how these changes differed as a function of course enrollment and students' self-regulation(More)
The goal of this study was to investigate how students' entering motivation for the course in a suite of CS1 introductory computer science courses was associated with their subsequent course achievement and retention. Courses were tailored for specific student populations (CS majors, engineering majors, business-CS combined honors program). Students' goal(More)
This study investigated the achievement benefits of studying different forms of verbal displays and explored how students study these displays using eye-tracking technology. Sixty-eight college students were assigned randomly to one of four display groups: text, outline, simple matrix, and signaled matrix. One at a time, students wearing an eye-tracking(More)
This thesis investigated how middle school teachers foster metacognition through instruction. Metacognition is the knowledge and awareness of one's thinking as well as monitoring and control of thought processes. Metacognition is related to student achievement and can be increased through both implicit and explicit instruction. Explicit instruction takes(More)
We explored CS1 students' perceived instrumentality (PI) for the course and aspirations for a career related to CS. Perceived instrumentality refers to the connection one sees between a current activity and a future goal. There are two types of PI: endogenous and exogenous. Endogenous instrumentality refers to the perception that mastering new information(More)
Our research is based on an innovative approach that integrates computational thinking and creative thinking in computer science courses to improve student learning and performance. Referencing Epstein's Generativity Theory, we designed and deployed Computational Creativity Exercises (CCEs) with linkages to concepts in computer science and computational(More)
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