A Framework for Teaching Software Development Methods

Yael Dubinsky
Orit Hazzan


This article presents a study that aims at constructing a teaching framework for software development methods in higher education. The research field is a capstone project-based course, offered by the Technion's Department of Computer Science, in which Extreme Programming is introduced. The research paradigm is an Action Research that involves cycles of data collection, examination, evaluation, and application of results. The research uses several research tools for data gathering, as well as several research methods for data interpretation. The article describes in detail the research background, the research method, and the gradual emergence process of a framework for teaching software development methods. As part of the comprehensive teaching framework, a set of measures is developed to assess, monitor, and improve the teaching and the actual process of software development projects.



The article discusses a pilot study that relies upon a “studio-type of class” and an academic coach. In the study, a qualitative methodology is applied. Both students and academic success coaches are interviewed. The authors describe the responsibilities of the “coach”: “Coordinates and solves group problems, checks the web forum and responds on a daily basis, leads some development sessions.”

The article might be helpful for understanding one way in which academic success coaches might be studied. This particular study focused in on how effective the training for coaches was in assisting them to help the students succeed in the course.

APA Citation

Dubinsky, Y. & Hazzan, O. (2005). A framework for teaching software development methods. Computer Science Education, 15(4), 276-296.

About the Study

Links to Article https://doi.org/10.1080/08993400500298538
Publication Type Journal Article
In Publication Computer Science Education
Type of Research Qualitative
Research Design Interviews
Intervention/Areas of Study Coaching, including academic success coaching, Course, program, or institutional culture, Course design
Level of Analysis Student-level
Specific Populations Examined Undergraduates
Peer-Reviewed Yes
Specific Institutional Characteristics of Interest
Specific Course or Program Characteristics STEM
Outcome Variables of Interest
Student Sample Size 0-99
Citing Articles https://scholar.google.com/scholar?rlz=1C5CHFA_enUS760US760&um=1&ie=UTF-8&lr&cites=5155809440098030988