Through long-term partnerships with schools, districts, and community organizations, The Learning Partnership collaboratively engages in rigorous research that both informs solutions and contributes to educational theory. This section provides an archive of The Learning Partnership's publications. The publications can be filtered by partnership, research area, author, keyword, and type.

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Exploring ECS Teacher Persistence and Attrition in Chicago Public Schools

The authors analyzed factors that predict teacher persistence in teaching Exploring Computer Science from the 2016 to 2020 school years. The authors found that an important factor was active participation in the ECS professional development program.
Aug 2021

Assessing computational thinking: an overview of the field

Steven McGee was part of an editorial team for a special issue on assessing computation thinking. This article is the editorial and overview of the special issue.
May 2021

Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice

This study examines the collaborative processes that CAFÉCS uses to conduct and use research.
Apr 2021

Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity

In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of the Exploring Computer Science equity-focused professional development program.
Apr 2021

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

Using Rasch Analysis for Determining the Cut Score of a Computer Science Placement Exam

In this paper, we present the development and validation of a placement exam for computer science in the Chicago Public Schools.
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

How Does Students’ Perception Of The Main Point Of A Unit Relate To The Quality Of The Final Argument?

This paper presents an exploratory investigation of students’ task model and how it predicts the elements that they include in their unit-culminating argument essay.
Mar 2021

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