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1. Broadening participation in computing: Promoting affective and cognitive learning in informal spaces

   https://doi.org/10.1007/s11528-020-00562-9  

   Yang, H.; Codding, D.; Mouza, C.; Pollock, L. (January 2021, Techtrends)

   In this work we examine youth learning in an informal computing programimplemented through a library-university partnership. In particular, we introduce and illustrate a culturally responsive computing framework which served as a foundation for the design of the program. Subsequently, we examine youth collaboration as well as affective and cognitive learning outcomes. Data were collected from university program facilitators and 30 youth over one semester. Data were collected through observations, lesson plans, computational artifacts and interviews with two case study youth. Results indicated that youth formed a variety of learning communities during the collaborative development of computing artifacts. Frequent participants were found to work with a greater number of peers compared to less frequent participants. Results from case study participants also indicated improvements in their computational competencies. Findings from this work have implications for the design of informal learning environments that help broaden participation in computing. 

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2. A Multiyear Investigation of Student Computational Thinking Concepts, Practices, and Perspectives in an After-School Computing Program

   https://doi.org/10.1177/0735633120905605  

   Mouza, Chrystalla; Pan, Yi-Cheng; Yang, Hui; Pollock, Lori (February 2020, Journal of Educational Computing Research)

   In this work, we examine whether repeated participation in an after-school computing program influenced student learning of computational thinking concepts, practices, and perspectives. We also examine gender differences in learning outcomes. The program was developed through a school–university partnership. Data were collected from 138 students over a 2.5-year period. Data sources included pre–post content assessments of computational concepts related to programming in addition to computational artifacts and interviews with a purposeful sample of 12 participants. Quantitative data were analyzed using statistical methods to identify gains in pre- and post-learning of computational thinking concepts and examine potential gender differences. Interview data were analyzed qualitatively. Results indicated that students made significant gains in their learning of computational thinking concepts and that gains persisted over time. Results also revealed differences in learning of computational thinking concepts among boys and girls both at the beginning and end of the program. Finally, results from student interviews provided insights into the development of computational thinking practices and perspectives over time. Results have implications for the design of after-school computing programs that help broaden participation in computing. 

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3. Designing diverse informal learning environments to support computational thinking

   Yang, H.; Codding, D.; Mouza, C.; Pollock, L. (January 2019, American Educational Research Association)

   This work examines the design of computer science informal learning programs in two public libraries offered through a university-library partnership. Specifically, the work focuses on dilemmas encountered by program facilitators when designing informal environments that focus on engaging culturally diverse youth with CT concepts. We analyzed over 40 reflection journals from program facilitators, illustrating content selection, pedagogical decisions, and the application of culturally relevant frameworks related to the design of the computing environment. Findings of this study provided insights related to the design, implementation and outcomes of informal computing programs for youth from diverse backgrounds. 

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4. Investigating the impact of research-based professional development on teacher learning and classroom practice: Findings from computer science education

   https://doi.org/10.1016/j.compedu.2022.104530  

   Mouza, C.; Codding, D.; Pollock, L. (January 2022, Computers and education)

   As the field of computer science (CS) is gaining increased attention, the need for qualified teachers is rapidly growing. Yet little is still known about the design features, implementation, and outcomes of professional development programs in computing. The purpose of this study is threefold: (a) examine a CS professional development program built around high-quality design features reported in the research literature, (b) investigate the impact of the program on participating teachers’ learning and classroom practice, and (c) identify specific design features that facilitated changes in teacher learning and practice. The study employed a mixed-methods design. Data were collected from multiple sources including, pre and post survey data on teacher knowledge of CS content, pedagogy, and technology (N = 94), as well as interviews and classroom implementation data from eight case study participants. Findings from this work indicated that participants reported improvements in their knowledge of CS content, pedagogy, and technology. They also applied new learning into their practice, though implementation varied among participants. Responding on the value of the professional development design features, teachers noted the importance of focusing on CS content knowledge as well as opportunities to engage with pedagogical practices for teaching computing. Findings also indicated the important role of contextualized follow-up classroom support in the implementation of new learning into practice. These findings have implications for the design of professional development programs grounded in best practices with the potential to support broad efforts intended to prepare teachers with the knowledge and skills needed to deliver CS education. 

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5. Computing for communities: Designing culturally responsive informal learning environments for broadening participation in computing

   https://doi.org/10.51869/104/dch  

   Codding, D.; Yang, H.; Mouza, C.; Pollock, L. (January 2021, The Journal of applied instructional design)

   Despite increased attention on promoting access to computer science among all students, female and racially minoritized youth continue to be underrepresented in STEM, often lacking opportunities for computer science due to under-resourced schools and a lack of teacher preparation. As a result, K-12 schools are unable to fulfill the goal of expanding access and broadening participation in computing alone. In this paper, we examine how our university-library partnerships can provide access to computer science instruction while attending to issues of social justice through culturally responsive informal learning design. Findings provide insights related to the design, implementation, and outcomes of informal computing clubs for youth from diverse backgrounds. 

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