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Getting Unstuck Together: Creating Personally Authentic Programming Projects in a 4th Grade Classroom
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Paulina Haduong; Karen Brennan – Computer Science Education, 2025
Background and Context: Learning to create self-directed and personally authentic programming projects involves encountering challenges and learning to get unstuck. Objective: This article investigates how one U.S. fourth-grade classroom engaged in practices which emphasized community supports, in the context of the classroom's implementation and…
Descriptors: Grade 4, Computer Science Education, Instructional Design, Programming
Promoting Intentions to Persist in Computing: An Examination of Six Years of the EarSketch Program
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Wanzer, Dana Linnell; McKlin, Tom; Freeman, Jason; Magerko, Brian; Lee, Taneisha – Computer Science Education, 2020
Background and Context: EarSketch was developed as a program to foster persistence in computer science with diverse student populations. Objective: To test the effectiveness of EarSketch in promoting intentions to persist, particularly among female students and under-represented minority students. Method: Meta-analyses, structural equation…
Descriptors: Intention, Student Participation, Persistence, Computer Science Education