Publications

Overview

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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Title
Type
Date

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.
Article
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.
Conference
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.
Conference
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.
Conference
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.
Conference
Apr 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.
Conference
Mar 2021

Spreading GIS-Infused Instruction: A Cross-Case Comparison of Two Instructional Approaches

This paper examines how GIS-infused instruction is adapted in different contexts, and illustrates the relationships among organizational context, individual and collective context, and instructional practice in spreading GIS-infused instruction.
Conference
Mar 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.
Conference
Mar 2021

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