Zobrazeno 1 - 10
of 53
pro vyhledávání: '"Chris Stephenson"'
Autor:
Chris Stephenson
Publikováno v:
ACM SIGCSE Bulletin. 54:5-7
Events in 2020 created a moment of reckoning and a movement centered on and illuminating deeply ingrained patterns, processes, and prejudices of inequity and injustice faced by generations of Black Americans. Almost no institution was immune to probi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f590fb4664fe965a315cc781d5f1fb88
https://doi.org/10.1145/3577871.3577875
https://doi.org/10.1145/3577871.3577875
Publikováno v:
Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2e4d615206cc5d8b5b3a132bf661bff7
https://doi.org/10.1145/3478432.3499225
https://doi.org/10.1145/3478432.3499225
Publikováno v:
SIGCSE
As many U.S. states continue to work to increase and broaden participation in K-20 computing education, it is imperative to collect data and construct landscape reports to create organized efforts and strategic plans. Effective CS education intervent
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::995a915390dc9869769e0b6c740fda6e
https://doi.org/10.1145/3328778.3372530
https://doi.org/10.1145/3328778.3372530
Publikováno v:
ACM Transactions on Computing Education. 17:1-16
This article compares self-reported learning gains and experiences of teachers in four professional development courses funded through Google’s 2014 Computer Science for High School program. The courses were designed and taught independently at fou
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7dbf3be7b6553813aff2eefabc8de65d
https://doi.org/10.1145/3077617
https://doi.org/10.1145/3077617
Publikováno v:
ACM Inroads. 8:43-47
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cc11a7414421ece3e72c6d53bd63de80
https://doi.org/10.1145/3123732
https://doi.org/10.1145/3123732
Publikováno v:
Communications of the ACM. 60:55-62
This framework for developing pre-service teachers' knowledge does not necessarily depend on computers or other educational technology.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b138bdd5de08a27c2b484d441bf7c605
https://doi.org/10.1145/2994591
https://doi.org/10.1145/2994591
Autor:
Lee E. Limbird, Christine Alvarado, Stuart H. Zweben, Alison Derbenwick Miller, Debra J. Richardson, Elsa Q. Villa, Carol Frieze, Erin Mindell, Chris Stephenson, Tracy Camp, Lecia Barker, Mehran Sahami, Colleen M. Lewis, Henry M. Walker, Valerie Barr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::44403d73eb857f88577540977c6a4efa
https://doi.org/10.1145/3406772
https://doi.org/10.1145/3406772
Publikováno v:
TechTrends. 60:565-568
The recent focus on computational thinking as a key 21st century skill for all students has led to a number of curriculum initiatives to embed it in K-12 classrooms. In this paper, we discuss the key computational thinking constructs, including algor
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9a9e71c4c6102729ffdcfaba3be22355
https://doi.org/10.1007/s11528-016-0087-7
https://doi.org/10.1007/s11528-016-0087-7
Autor:
Jessica Thomes-Pepin, Chris Stephenson
Publikováno v:
An Atlas of Gynecologic Oncology ISBN: 9781351141680
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b74acb8ca113208ff9747589fc45fd87
https://doi.org/10.1201/9781351141680-2
https://doi.org/10.1201/9781351141680-2
Publikováno v:
SIGCSE
The demand for CS teacher professional development (PD) is increasing rapidly, but not all education stakeholders are equipped to identify CS PD needs, evaluate CS PD options, and track teacher and student outcomes. In this BOF, representatives of Go
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::11e173a6b1d5d0f8867367f045e1e4e9
https://doi.org/10.1145/3159450.3162193
https://doi.org/10.1145/3159450.3162193