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

Scientific communities of practice: K–12 outreach model around organism responses to repeated hurricane disturbances

Collaboration between ecologists and learning scientists can give rise to powerful models for scientific outreach. Learning scientists and ecologists codesigned a science curriculum that invites students to join an ecological community of practice.
Article
Jul 2023

Designing Educative Tools for Scientific Argumentation: A Case Study of DBR Before and During the Pandemic

Designing Educative Tools for Scientific Argumentation: A Case Study of DBR Before and During the Pandemic.
Chapter
Jul 2023

Exploration of Teachers’ Opinions and Feelings about the Lead Learner Instructional Model Implementation

This report details the thoughts and opinions about the Lead Learner model from five teachers participating in the CODE.org Computer Science Discoveries program.
Report
May 2023

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.
Conference
May 2023

Examining Student Perceptions of Accountable Disciplinary Knowledge in their Science Class Versus Data Jam

This paper discusses a collective case study with middle and high-school students regarding their perceptions of Accountable Disciplinary Knowledge (ADK) between their science class versus the research experience known as Data Jam, in Puerto Rico.
Conference
Apr 2023

Assessing the Impact of a CSforALL Research-Practice Partnership Using the PROSPER Framework: A Case Study of the Chicago Alliance for Equity in Computer Science (CAFÉCS)

This AERA poster applies the PROSPER framework to characterize the impact of the CAFÉCS RPP on broadening participation in the Chicago Public Schools.
Conference
Apr 2023

Students’ Perceived Expectancy, Value, and Cost of Computer Science after Participation in a GIS-Infused Unit

Students participated in a GIS-focused unit in their computer science (CS) course. Students’ geospatial problem-solving skills increased after the GIS unit.
Conference
Apr 2023

Supporting Teacher Learning in Data Jam: A design-based research of Teacher Professional Development Model

The paper discusses the development and research of a professional development model to support teachers in Puerto Rico in engaging middle/high school students in independent data analysis research projects, using ecological data, known as Data Jam
Conference
Apr 2023

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