Although there is extensive research on what makes K-12 teacher computer science (CS) professional development (PD) effective, little attention has been given to how PD providers prefer to collect and report data. A platform that met the needs of teachers while also simultaneously meeting the needs of funding bodies could be powerful in answering questions about participation and experiences in CS PD. Our research question for this study was: Which features and types of data do teachers find most important to include in a platform designed to record data related to their engagement with PD? We used an exploratory-sequential mixed methods approach that included focus groups and a survey created from an analysis of the data from the focus groups. The three most desired features included adding information about the subject/topics targeted by the CS PD offerings for the CS PD they took, the grade levels targeted by the CS PD offering, and the number of training hours, points, and/or CEU credits earned or available to be earned by each CS PD offering taken. The three least desired features included having the capability to enter data about non-CS PDs teachers have completed, adding QR codes for entering data about participation in a CS PD, and capability to see other teachers who signed up for a CS PD. While we will use this data to inform the development of the platform, this study is significant as states can leverage this knowledge as they create their own systems for creating platforms for teachers within their own states.

We designed a one-year coaching program to provide U.S. high school CS teachers with the ongoing support to help shape their professional growth and identity as CS teachers. Our research question for this project was: Does CS coaching facilitate teacher professional growth and identity as a CS teacher? Adopting a mixed-methods approach, our study leveraged pre- and post-program surveys, ongoing coaching logs, and introspective self-reflection checklists to triangulate data from both coaches and coachees. Coachees' rated their professional growth and identity significantly higher after the intervention compared to before, and this difference indicated a large effect. Both before and after intervention, coachees indicated they identified partially as CS teachers, and this sense of identity grew after intervention. The success of this pilot, rooted in effective professional development practices, demonstrates how engaging teachers in coaching can motivate their interest in teaching CS. Professional development providers and regional agencies can replicate and adapt these processes to empower new CS educators.

Despite their shared goal of improving learner outcomes [6], a persistent gap often exists between practitioners and education researchers. Team building within a Research Practice Partnership (RPP) requires leadership and team members that are not only committed to working together but also have the proper tools to do so. Thus, our research question is, What would an analysis of strengths, weaknesses, opportunities, and threats (SWOT) reveal about the formation of an RPP against Dimension 1 of the Five Dimensions of Effectiveness Framework? We conducted a series of interviews with RPP members every six months of the course of three years, conducting six sets of interviews in total with participating members of the RPP ranging from n=7 to n=12 participants.

Problem. Given the newness of the field, those who are assigned to teach computer science (CS) in K-12 schools need targeted professional development (PD) that supports their content and pedagogical content knowledge. Currently, a diagnostic tool does not exist to identify teacher needs, leaving teachers to self-select their PD or accept recommendations from a colleague or supervisor. Research Question. Our research question for this project was: How effective is a diagnostic tool for recommending areas of growth for teachers that are aligned with the CS Standards 2-5 for Teachers? Methodology. Our mixed-methods study included a diagnostic tool to analyze artifacts and justifications submitted by teachers and a self-assessment instrument measuring the frequency of specific practices connected to the CSTA Standards for Teachers. In this second year of testing the revised diagnostic tool, 66 teachers participated. After we trained 23 external reviewers to rate the submissions, we provided PD recommendations to teachers. Findings. Based on feedback from teachers, the diagnostic tool proved to be helpful in providing recommended PD for two-thirds of the teachers. The self-assessment instrument may have suffered from the Dunning-Kruger effect since many teachers rated themselves higher in all areas than in their submitted materials indicated. Implications. This paper provides the components of the diagnostic tool and examples of the self-assessment instrument. We detail the successes, the lessons learned, and future considerations that are needed to strengthen this diagnostic tool and self-assessment instrument in order to be more beneficial for recommending PD for teachers that are aligned with CSTA Standards for Teachers (2-5).

Problem. Currently, state- and district-level policies in the United States call for teachers to be qualified to teach computing in K-12 classrooms. Recognizing that equity-focused practices are key to reaching all students in computing and leveraging a researcher-practitioner partnership (RPP), we piloted an intervention designed to provide one-on-one coaching to teachers. Research Question. Our research questions for this project were: 1) What impact does CS coaching have on teacher capacity to implement equitable teaching practices? and 2) What, if any, changes to teacher practice are sustained during and after the CS coaching process? Methodology. Our mixed-methods study leveraged three primary forms of data from teachers who were coached (coachees) and teachers providing coaching (coaches). These included pre- and post-surveys, coaching logs, and self-reflection checklists. Findings. Participants reported use of high-impact instructional design and classroom practices increased significantly from pre- to post-intervention. Their abilities to discuss topics of identity and plan activities that use evidence-based, CS-specific teaching strategies saw the most dramatic increase from pre- to post-intervention. Implications. Coaching may be an impactful way to develop teacher’s use of equitable teaching practices.

Problem. With the expansion of K-12 Computer Science (CS) education across the United States, some schools are actively integrating CS into elementary schools (K-5). To successfully introduce CS into K-5 classrooms and integrate it into existing subjects like mathematics and literacy, understanding the key barriers to successful integration is necessary for paving the way for future adoption. However, little is still known about extrinsic barriers within the K-5 classroom and how they can be overcome. Research Question. Our research question for this study was What are the extrinsic barriers associated with integrating computer science in the elementary grade levels? Method. We conducted a mixed methods study, including a survey (n = 160) and a set of focus groups (n = 23) with decision makers in education. We synthesized the results, deriving categories within extrinsic. Findings. We found eight categories of extrinsic barriers: lack of physical resources, lack of curriculum, lack of funding, limited professional development, limited administrator knowledge about CS, limited time to plan and teach, lack of local policies and priorities, and limited community support. Implications. The majority of these barriers are not new and educators can lean on past practices for mitigating barriers. Researchers can also focus their studies on efforts where barriers still remain, such as how to plan, teach, and assess computing integrated with other K-5 subjects.

Research Problem. With increasing initiatives and policies to bring computer science (CS) learning opportunities to primary school students within the United States, there is a growing need to understand how to integrate CS into various other subjects. Research on emerging practices for integrating CS into other subjects (co-curricular), however, remains thin. Research Questions. Our research question for this study was: What are promising practices for integrating CS into other subject areas? Methodology. We conducted interviews with experts (n=9) in integrating CS into subject areas in the K-5 classroom using a semi-structured interview protocol. Findings. Several promising practices emerged for designing curriculum, creating assessments, and preparing teachers to teach in a co-curricular manner. These include ways for teachers to vary instruction, integrating into core (and oft tested) language arts and mathematics, and simplifying assessments. Many of the findings are borne from the need to help new teachers become comfortable teaching a new subject integrated into their other subjects. Implications. Our findings reveal a number of steps curriculum designers can take to design and implement CS integrated into other subject areas. While many are built on addressing the cognitive load that both teachers and students may face, there is deep recognition that teachers must gradually learn to become familiar with CS as well as how to integrate CS into other subjects that ensure true integration, rather than teaching two subjects in parallel.