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Title: Evaluating the role of professional development on elementary teachers’ knowledge, comfort, and beliefs related to teaching computer science to students with high-incidence disabilities
This article reports results from the implementation of a model of professional development (PD) to help K-5 teachers develop the knowledge and skills to teach Computer Science (CS) in classrooms of diverse students, including students with high-incidence disabilities. This article describes our Inclusive CS model of PD, how we made the PD model available to teachers during a pandemic and presents quantitative and qualitative results about the impact of the PD on teachers’ knowledge, comfort, and beliefs related to teaching computer science to students. Results indicate that the teachers’ knowledge, comfort, beliefs and perceptions about teaching CS to students with disabilities significantly improved. Teachers’ knowledge and understanding of Universal Design for Learning for supporting students in learning about CS also improved.  more » « less
Award ID(s):
1837380
NSF-PAR ID:
10374067
Author(s) / Creator(s):
; ; ; ; ;
Date Published:
Journal Name:
Journal of Research on Technology in Education
ISSN:
1539-1523
Page Range / eLocation ID:
1 to 17
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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