How a Research-Practice Partnership Refined its Strategy for Integrating CS/CT into K-5 Curricula-Reference-Cited by-同舟云学术

How a Research-Practice Partnership Refined its Strategy for Integrating CS/CT into K-5 Curricula

Published:2022-02-22 Issue: Volume: Page:
ISSN:
Container-title:Proceedings of the 53rd ACM Technical Symposium on Computer Science Education
language:
Short-container-title:

Author:

Adrion W. Richards¹,Bevan Katie²,Foster Paul²,Matuszczak Denise²,Miller Rachel²,Rita Laura²,Sullivan Florence R.¹,Veeragoudar Sneha¹,Wohlers Scott²,Zeitz Melissa²

Affiliation:

1. University of Massachusetts Amherst, Amherst, MA, USA

2. Springfield MA Public Schools, Springfield, MA, USA

Funder

National Science Foundation

Publisher

ACM

Link

https://dl.acm.org/doi/pdf/10.1145/3478431.3499281

Reference33 articles.

1. Bringing computational thinking to K-12

2. Karen Brennan and Mitchel Resnick . 2012. Using artifact-based interviews to study the development of computational thinking in interactive media design. In annual American Educational Research Association meeting , Vancouver, BC , Canada . 1--25 Karen Brennan and Mitchel Resnick. 2012. Using artifact-based interviews to study the development of computational thinking in interactive media design. In annual American Educational Research Association meeting, Vancouver, BC, Canada. 1--25

3. Finding time for computer science in the elementary school day: a quasi-experimental study of a transdisciplinary problem-based learning approach

4. Massachusetts Department of Elementary and Secondary Education. 2016. Massachusetts Curriculum Framework for Digital Literacy and Computer Science. Retrieved from https://www.doe.mass.edu/frameworks/dlcs.docx Massachusetts Department of Elementary and Secondary Education. 2016. Massachusetts Curriculum Framework for Digital Literacy and Computer Science. Retrieved from https://www.doe.mass.edu/frameworks/dlcs.docx

5. Darrell Earnest Sandra Botha Florence Sullivan Jennifer Randall and Neena Thota. 2021. Digital tasks for assessing computational thinking in elementary grades: A funds of knowledge approach. Submitted to Educational Technology Research and Development. Darrell Earnest Sandra Botha Florence Sullivan Jennifer Randall and Neena Thota. 2021. Digital tasks for assessing computational thinking in elementary grades: A funds of knowledge approach. Submitted to Educational Technology Research and Development.

Cited by 4 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Utilizing a computational thinking engagement inventory to support inclusive computational thinking pathways;Journal of Research on Technology in Education;2024-09-04

2. Inequities of Enrollment: A Quantitative Analysis of Participation in High School Computer Science Coursework Across a 4-Year Period;Proceedings of the 2023 ACM Conference on International Computing Education Research V.1;2023-08-07

3. A Research-Practice Partnership to Introduce Computer Science in Secondary School: Lessons from a Pilot Program;ACM Transactions on Computing Education;2023-06-08

4. Equity/Equality, Diversity and Inclusion, and Other EDI Phrases and EDI Policy Frameworks: A Scoping Review;Trends in Higher Education;2023-03-03