The children's machine: rethinking school in the age of the computer
The children's machine: rethinking school in the age of the computer
The mythical man-month (anniversary ed.)
The mythical man-month (anniversary ed.)
Agile software development ecosystems
Agile software development ecosystems
Adapting Extreme Programming For A Core Software Engineering Course
CSEET '02 Proceedings of the 15th Conference on Software Engineering Education and Training
Human Aspects of Software Engineering (Electrical and Computer Engineering Series)
Human Aspects of Software Engineering (Electrical and Computer Engineering Series)
Extreme Programming Explained: Embrace Change (2nd Edition)
Extreme Programming Explained: Embrace Change (2nd Edition)
Project-based learning practices in computer science education
FIE '98 Proceedings of the 28th Annual Frontiers in Education - Volume 03
Agile Software Engineering
Software Engineering: Principles and Practice
Software Engineering: Principles and Practice
Bridging cognitive and social chasms in software development using extreme programming
XP'03 Proceedings of the 4th international conference on Extreme programming and agile processes in software engineering
Using Management Methods from the Software Development Industry to Manage Classroom-Based Research
Journal of Cases on Information Technology
Agile projects in high school computing education: emphasizing a learners' perspective
Proceedings of the 7th Workshop in Primary and Secondary Computing Education
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This article describes the construction process and evaluation of the Agile Constructionist Mentoring Methodology (ACMM), a mentoring method for guiding software development projects in the high school. The need for such a methodology has arisen due to the complexity of mentoring software project development in the high school. We introduce the ACMM and suggest a year-long mentoring template that includes the practices required for the actual mentoring process. The evaluation of the ACMM reveals that the methodology addresses each of the challenges teachers cope with during the mentoring process, which were identified in the first phase of the research.