“But They Just Aren’t Interested in Computer Science” (Part Three)

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Written by: Julie Smith Note: this post is part of a series about the most-cited research studies related to K12 computer science education. It’s discouraging to learn that children as young as age six express the belief that boys are better than girls at programming and at robotics, and girls have less interest in or […]

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“But They Just Aren’t Interested in Computer Science” (Part Two)

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Written by: Julie Smith Note: this post is part of a series about the most-cited research studies related to K12 computer science education. The study’s title says it all: “Gender stereotypes about interests start early and cause gender disparities in computer science and engineering.” It’s worth noting that the careful design of their studies bolsters […]

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Emerging Promising Practices for CS Integration

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Our recently accepted paper, Emerging Practices for Integrating Computer Science into Existing K-5 Subjects in the United States, will be presented at WIPSCE 2023 in Cambridge, England.  This particular qualitative work, conducted by Monica McGill, Laycee Thigpen, and Alaina Mabie of CSEdResearch.org, included interviews with researchers and curriculum designers (n=9) who have engaged deeply in […]

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Conducting High-quality Education Research in Computing that is Designed to Support CS for All

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Join us on Wednesday, March 20th, 2024, from 1-5pm PST, in Portland, Oregon, United States (the day before ACM SIGCSE) for a workshop on conducting high-quality, equity-enabling education research in computing!!! Register using this form. This event will be for computer science education researchers who want to learn more about: Characteristics of high-quality education research, […]

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“But They Just Aren’t Interested in Computer Science” (Part One)

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Written By: Julie Smith Note: this post is part of a series about the most-cited research studies related to K12 computer science education. When discussions about the lack of women in tech occur, it is sometimes observed that the disparities exist because girls just aren’t as interested in studying computer science in school and women […]

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Shout out to our interns

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Last week was National Intern Day, which gave me another reason to reflect on the many students I’ve worked with over the last seven years contributing to the K-12 CS Education Research Resource Center on our site. The Resource Center has been under development since 2017. Originally funded under a National Science Foundation grant and […]

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Learning Isn’t Observable. So How Do We Measure It?

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Written By: Julie Smith Note: This post is the second in an occasional series about learning analytics, based on the Handbook of Learning Analytics. We measure learning constantly – think of grades on spelling quizzes, SAT scores, and the bar exam. But it’s worth remembering that learning itself cannot be observed in the same way […]

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Learning Analytics: What Is It?

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Written by: Julie Smith Note: This post is the first in an occasional series about learning analytics, based on the Handbook of Learning Analytics. Concepts that are difficult to define are sometimes compared to trying to nail Jell-O to a wall. That analogy could certainly apply to learning analytics – there’s no shortage of definitions […]

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Join us at AERA 2023!

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Attending the AERA Conference in Chicago this month? Join us as we present at American Educational Research Association (AERA) 2023 on April 14th and 15th.  Our panel, “Co-constructing Systemic Support for Sustaining Humanizing and Inclusive Computer Science Teacher Education”, will be presented on Friday, April 14th at 9:45 AM (1st Floor of the Swissotel Chicago, […]

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Joey Reyes

Best Paper Award to Joey Reyes, Undergraduate Intern

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We’re pleased to recently learn that Joey Reyes and Monica McGill (advisor) received the best paper award at the 2023 ASEE IL-IN Section Conference held at Southern Illinois University – Edwardsville on April 1, 2023. Joey, an undergraduate student at Knox College, presented their paper Feasibility of Using the CAPE Framework to Identify Gaps in […]

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