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Direct linkJennifer M. Blaney; David F. Feldon; Annie M. Wofford; Kaylee Litson – Research in Higher Education, 2025
Community college transfer students represent a diverse and talented group to recruit to PhD and other graduate programs. Yet, little is known about practical strategies to support community college transfer students' access to graduate training. Focusing specifically on transfer students in computer science and guided by social cognitive career…
Descriptors: College Transfer Students, Community College Students, Graduate Study, Access to Education
Megan Hopkins; Hayley Weddle – Journal of Research on Technology in Education, 2025
Computer Science affords a unique context for English Learners (who we refer to as Multilingual Learners or MLs) to engage in disciplinary practices that support computational thinking and language development. Yet MLs at the secondary level tend to be systematically excluded from CS courses. Through a collaborative research process involving…
Descriptors: Computer Science Education, Multilingualism, Secondary School Students, Educational Policy
Ira Woodring – ProQuest LLC, 2025
Unified Modeling Language (UML) Class Diagramming is the commonly accepted mechanism used to describe relationships between software components. In addition, it is an essential educational tool that is used to convey the structure of software and the patterns of software design to students. Unfortunately, UML is a visual-only mechanism and…
Descriptors: Computer Software, Visual Aids, Audio Equipment, Visual Impairments
Cheri Fancsali; June Mark; Janice Lee – Research Alliance for New York City Schools, 2025
This brief examines the New York City Public Schools' (NYCPS) Computer Science for All (CS4All) initiative's efforts to build teacher capacity and support the implementation of computer science (CS) education across K-12 classrooms. The initiative, launched in 2015, aimed to deliver high-quality CS education to all students by providing robust…
Descriptors: Computer Science Education, Urban Schools, Public Schools, Elementary Secondary Education
Kathryn Hill; Michelle Flores; Rishika Jain; Edgar Rivera-Cash – Research Alliance for New York City Schools, 2025
This report focuses on the NYC Computer Science for All (CS4All) initiative's efforts to build schools' capacity to expand access to CS across the district. Launched in 2015, CS4All aimed to provide a meaningful CS experience to every student at least once within each grade band (K-2, 3-5, 6-8, 9-12). As the initiative matured, it also began to…
Descriptors: Computer Science Education, Urban Schools, Public Schools, Elementary Secondary Education
Paula Nazario; Jean J. Ryoo; Julie Flapan; Roxana Hadad; Nicol R. Howard; Adriana Ruiz Alvarado; Rocio Mendoza; Nicole Broadnax – Journal of Research on Technology in Education, 2025
Research demonstrates a connection between parent perspectives and children's decisions to pursue careers in STEM (e.g. Albritton et al., 2020; Fouad et al., 2016). However, there is limited research on parents' impact on CS education advocacy. Through one-on-one parent interviews, this study found that parents engage in educational advocacy, but…
Descriptors: Computer Science Education, Parents, Parent Attitudes, Parent Influence
Janice Mak; Carolina Torrejon Capurro; Marissa Castellana; Megean Garvin – Journal of Technology and Teacher Education, 2025
This landscape study explored structural barriers to diversity in computing education by focusing on Computer Science Education State Supervisors (CSEdSS) in state education agencies. Positioned in 41 states, CSEdSS play a crucial role in ensuring equitable access to K-12 CS learning pathways. Despite efforts to expand CS education policy, equity…
Descriptors: Computer Science Education, Equal Education, Access to Education, Educational Policy
Janice Mak; Yue Xin; Lin Yan; Kristina Kramarczuk; Francheska Figueroa; Brian Nelson; Ebony Terrell Shockley; Jeremy Bernier; Diane Jass Ketelhut – Journal of Technology and Teacher Education, 2025
Current efforts to prepare teachers for integrating computational thinking (CT) into disciplinary areas often do not ensure equitable CT experiences for students. This study examined teachers' CT integration by applying the Accessible Computational Thinking (ACT) Framework designed to align elementary science teachers' professional learning and…
Descriptors: Thinking Skills, Computer Science Education, Teaching Methods, Culturally Relevant Education
