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This empirical case study utilizes conjecture mapping to capture and systematically map conjectures about the support needed for K-12 teachers to incorporate computational thinking into teaching. The case analysis highlighted a teacher’s year-long professional development experience focused on integrating computational thinking. The evolving conjecture map provides a framework to trace and understand relationships between the learning designs, activities, and teacher outcomes. Using rich data from the teacher's experience, the study tests and refines the hypothesized connections laid out in the original conjecture map to build an understanding of effective computational thinking professional development design. 

Elementary grade teachers are often not fully prepared to teach a computing-rich curriculum, and the demand of the digital age to integrate Computational Thinking (CT) into their classrooms has put them at a challenge. Under the larger umbrella, abstraction lies at the heart of CT. Abstraction allows moving between various information levels while targeting complex problems and creating rich design solutions. This study focuses on how one pair of elementary-grade teachers collaborated, using abstraction to solve a maze challenge, helping each other move between different layers of information. The videotaped data of one day of teachers' professional development was analyzed through three dimensions of Community of Practice (CoP). Results suggest that through mutual engagement in pursuing a joint enterprise and their shared repertoire, elementary-grade teachers moved their focus between different levels of abstraction simultaneously and effectively. 

In this paper, we explore how one-on-one coaching supported one teacher in implementing ideas about computational thinking in her classroom. We draw from existing literature on coaching strategies but recognize those tend to have been developed in large-group or small-group settings rather than one-on-one. Our findings consider two kinds of questions that seemed to support the teacher in engaging with discourse practices that have been shown effective for coaching (Lefstein et al, 2020). Our findings suggest that coaching made the instruction and activity from PL workshops more relevant and tangible for the teacher. 

This exploratory research analyzes the video-recorded data of four elementary-grade teachers debugging a school tour activity while utilizing a programable robot, Photon. This summer’s professional development session on computational thinking (CT) integration was four hours long and was focused on debugging as a key CT component. The results indicate that teachers worked collaboratively to debug their way through errors using different strategies, such as step-by-step execution or incremental code development. 

Although the professional learning opportunities for teachers to introduce computational thinking (CT) into K-12 education are increasing, it remains challenging to support teachers in integrating CT into their everyday classroom practices. In this study, we have identified six elementary teachers who showed evident eagerness or reluctance in a CT integration professional learning experience. We further analyzed the emerging verbal and non-verbal participation patterns of eagerness and reluctance and the challenges teachers have encountered in the professional learning experience. The results shed light on how to better understand and address the challenges in creating sustainable and effective professional learning. 

This paper presents a search for massive, charged, long-lived particles with the ATLAS detector at the Large Hadron Collider using an integrated luminosity of $$140~fb^{−1}$$ of proton-proton collisions at $$\sqrt{s}=13$$~TeV. These particles are expected to move significantly slower than the speed of light. In this paper, two signal regions provide complementary sensitivity. In one region, events are selected with at least one charged-particle track with high transverse momentum, large specific ionisation measured in the pixel detector, and time of flight to the hadronic calorimeter inconsistent with the speed of light. In the other region, events are selected with at least two tracks of opposite charge which both have a high transverse momentum and an anomalously large specific ionisation. The search is sensitive to particles with lifetimes greater than about 3 ns with masses ranging from 200 GeV to 3 TeV. The results are interpreted to set constraints on the supersymmetric pair production of long-lived R-hadrons, charginos and staus, with mass limits extending beyond those from previous searches in broad ranges of lifetime 

This report presents a comprehensive collection of searches for new physics performed by the ATLAS Collaboration during the Run~2 period of data taking at the Large Hadron Collider, from 2015 to 2018, corresponding to about 140~$$^{-1}$$ of $$\sqrt{s}=13$$~TeV proton--proton collision data. These searches cover a variety of beyond-the-standard model topics such as dark matter candidates, new vector bosons, hidden-sector particles, leptoquarks, or vector-like quarks, among others. Searches for supersymmetric particles or extended Higgs sectors are explicitly excluded as these are the subject of separate reports by the Collaboration. For each topic, the most relevant searches are described, focusing on their importance and sensitivity and, when appropriate, highlighting the experimental techniques employed. In addition to the description of each analysis, complementary searches are compared, and the overall sensitivity of the ATLAS experiment to each type of new physics is discussed. Summary plots and statistical combinations of multiple searches are included whenever possible. 

Top-quark pair production is observed in lead–lead ( $\mathrm{Pb}+\mathrm{Pb}$) collisions at $\sqrt{s_{\mathrm{NN}}}=5.02\mathrm{TeV}$at the Large Hadron Collider with the ATLAS detector. The data sample was recorded in 2015 and 2018, amounting to an integrated luminosity of $1.9{\mathrm{nb}}^{-1}$. Events with exactly one electron and one muon and at least two jets are selected. Top-quark pair production is measured with an observed (expected) significance of 5.0 (4.1) standard deviations. The measured top-quark pair production cross section is ${\sigma }_{t\overline{t}}=3.6{}_{-0.9}^{+1.0}\left(\mathrm{stat}\right){}_{-0.5}^{+0.8}\left(\mathrm{syst}\right)\mathrm{\mu }\mathrm{b}$, with a total relative uncertainty of 31%, and is consistent with theoretical predictions using a range of different nuclear parton distribution functions. The observation of this process consolidates the evidence of the existence of all quark flavors in the preequilibrium stage of the quark-gluon plasma at very high energy densities, similar to the conditions present in the early Universe. © 2025 CERN, for the ATLAS Collaboration2025CERN