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

Using the Science of Hurricane Resilience to Foster the Development of Student Understanding and Appreciation for Science in Puerto Rico

This paper describes a study of the implementation of Journey to El Yunque in Puerto Rico. The results provide evidence that engaging students in the practices of ecology predicted increased understanding of population dynamics.
Conference
Mar 2022

Becoming through Being: Dewey’s Relevance to Educating for the Future of Work

In this chapter, the authors apply John Dewey's philosophy to critique modern standards-based reform movements and outline how Dewey's philosophy can help us reorient our educational aims to prepare students for the future of work.
Chapter
Jan 2022

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.
Report
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.
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

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