Publications

Overview

Through long-term partnerships with schools, districts, and community organizations, The Learning Partnership partners to inspire a joy of learning in all students. We collaboratively engage 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

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.
Report
Jan 2021
Student studying at home

Examining Equity in Remote Learning Plans: A Content Analysis of State Responses to COVID-19

As schools nationwide continue to grapple with the consequences of COVID-19, The Learning Partnership has released a report on how state education agencies have been addressing equity in their remote learning guidance.
Report
Nov 2020

Laying the Foundation for a Spatial Reasoning Researcher-Practitioner Partnership with CPS, SILC, and The Learning Partnership

This final report of the NU-CPS Rapid Impacts Grant explains how differences in spatial reasoning skills by gender, race and ethnicity, and socioeconomic status can be improved through early instructional intervention.
Report
Sep 2020
Student studying at home

Equity in State Remote Learning Guidelines During the COVID-19 Pandemic

As schools nationwide continue to grapple with the consequences of COVID-19, The Learning Partnership has released a policy brief and equity framework exploring the extent to which equity is being addressed in state remote learning guidelines.
Brief
Aug 2020

Design-based Research in GIS-Infused Disciplinary Courses: Toward a Design Framework

This paper describes how GIS is being infused into the curriculum in the Chicago Public Schools. Through the process of codesign, teachers are designing ways to incorporate GIS into the courses that they teach.
Conference
Jun 2020

Entrepreneurship, Federalism, and Chicago: Setting the Computer Science Agenda at the Local and National Levels

This AERA paper provides a preliminary report on how local and national policy entrepreneurs created an environment that was favorable to the landmark decision by the Chicago Public Schools to enact a computer science graduation requirement.
Conference
Jun 2020

Does a Computer Science Graduation Requirement Contribute to Increased Enrollment in Advanced Computer Science Coursework?

This study investigated whether the influence of ECS on future course taking is consistent when students are pursuing ECS to fulfill the Chicago Public Schools’ graduation requirement.
Conference
Mar 2020

How a Research Practice Partnership supports evidence use and informs decision-making for equitable access to computer science in a large urban school district

This study seeks to describe the practice of research use in a research practice partnership aiming to support Chicago Public Schools’ initiative to provide every student in the district with a high quality computer science experience.
Conference
Mar 2020

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