Publications Archive (Keywords)

  • Partnerships

  • Research Areas

  • Authors

  • Keywords

  • Type

  • Reset

Investigating How Computer Science Teachers and Instructional Coaches Navigated Remote Professional Development During COVID-19: Implications for Instructional Coaching, Teacher Learning, and Qualitative Inquiry in (Post?)-Pandemic Times

This paper investigates how Chicago Public Schools computer science teachers and instructional coaches navigated remote professional development during the pandemic.
May 2023

Investigating How Computer Science Teachers and Instructional Coaches Navigated Remote Professional Development During COVID-19

This paper investigates how Chicago Public Schools (CPS) computer science (CS) teachers and instructional coaches navigated remote professional development (PD) during the pandemic.
Mar 2023

Hybrid/Online ECS: An Equity-Focused Credit Recovery Course

This was an invited repeat presentation of the RESPECT version of this report that provides an overview of the design elements used for the hybrid/online ECS program.
Mar 2023

The Design and Impact of Remote Professional Development on Computer Science Instructional Coaching and Teaching in Chicago Public Schools During COVID-19

This report presents outcomes of a professional development series for high school ECS teachers in CPS to develop processes and actions to mitigate the impact of remote instruction on students’ access to high-quality and equitable computer science.
Dec 2022

Hybrid/Online ECS: An Equity-Focused Credit Recovery Course

This RESPECT conference experience report describes the development of a hybrid version of Exploring Computer Science to support credit recovery.
May 2022

Policy window in a pandemic: How a computer science RPP fostered equity in credit recovery

We applied theories of the policy making process to explain how the COVID-19 pandemic opened a policy window that allowed the use of synchronous online instruction during the implementation of equity-centered, online computer science credit recovery.
Apr 2021

Designing educative supports for scientific argumentation: a case study of DBR before and during the pandemic

In this paper, we share our ongoing design-based research focused on developing an educative support to scaffold student task modeling and scientific argumentation, in the context of NGSS-aligned middle school science curricula.
Mar 2021

Coaching Teachers of Exploring Computer Science: A Report on Four Years of Implementation

This report documents the results of the 4-year Accelerate ECS4All NSF grant that supported the development and evaluation of an instructional coaching model for Exploring Computer Science for the Chicago Public Schools.
Jan 2021