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This paper describes efforts to develop and study a framework for schoolwide integration of computational thinking (CT). The CT Integration Framework (CT Framework) is a self-assessment and planning tool for educators that serves three essential goals: (1) to identify and describe core elements that will affect CT integration across school curricula; (2) to help determine a school’s readiness, diagnosing strengths and challenges to integrate CT across multiple grades and subjects; and (3) to guide schools in setting goals for CT integration and determine indicators of progress toward those goals. We describe the results of two successive mixed-methods research studies that field-tested the CT Framework and its companion self-assessment tool, documenting the pathways toward schoolwide CT integration and professional development (PD) experiences of eight elementary schools located in both rural and urban school districts in four states in the United States of America. Based on the studies’ findings, we reflect on the ways in which the CT Framework proved to be a useful tool for the researchers and practitioners who participated in the projects. Specifically, we found it helped researchers to understand the different elements each school prioritized as their initial areas of focus and how each school expanded their efforts over time. When triangulated with additional survey and interview data, the information collected by using the CT Framework provided the project team with a structure for learning about the approaches each school took and understanding the similarities and differences that emerged among the schools in their approaches toward schoolwide CT integration. The CT Framework also proved to be very useful in guiding schools’ implementation efforts, as it helped school leaders clearly define the vision for schoolwide CT integration and identify and prioritize goals to ensure progress toward the school’s vision for CT integration. 

Schools throughout the United States are engaging in efforts to integrate computational thinking (CT) across various elementary curricula. However, there is very little guidance for effective approaches to integrating CT consistently and cohesively school wide. CT Readiness for All is a two-year research project that is investigating a CT framework and self-assessment tool developed to articulate indicators associated with successful school-wide integration across elementary curricula. Data sources include focus group interviews and surveys with teachers. Although the project is still in progress, early analysis have resulted in three key findings: (a) students were able to make cross-curricular connections using CT as a problem-solving process; (b) finding time within the school day to focus on CT is challenging; and (c) administrators need to take an active role in setting the vision and definition of CT to support school-wide CT efforts. 

Strong, equitable research practice partnerships (RPPs) center both researcher and practitioner perspectives and priorities. These RPPs facilitate rigorous, relevant research that practitioners can use to improve program implementation. Our project, The Maker Partnership, is an RPP focused on building knowledge about how to help elementary level teachers integrate computer science (CS) and computational thinking (CT) into their regular science classes using maker pedagogy. In this experience report, we use the Henrich et al. framework to assess the Maker Partnership’s effectiveness along five dimensions and share practical advice and lessons learned. This paper contributes to the CS and RPP literature by providing insight into how an RPP can address critical problems of practice in computer science education. 

The Maker Partnership Program (MPP) is an NSF-supported project that addresses the critical need for models of professional development (PD) and support that help elementary-level science teachers integrate computer science and computational thinking (CS and CT) into their classroom practices. The MPP aims to foster integration of these disciplines through maker pedagogy and curriculum. The MPP was designed as a research-practice partnership that allows researchers and practitioners to collaborate and iteratively design, implement and test the PD and curriculum. This paper describes the key elements of the MPP and early findings from surveys of teachers and students participating in the program. Our research focuses on learning how to develop teachers’ capacity to integrate CS and CT into elementary-level science instruction; understanding whether and how this integrated instruction promotes deeper student learning of science, CS and CT, as well as interest and engagement in these subjects; and exploring how the model may need to be adapted to fit local contexts. Participating teachers reported gaining knowledge and confidence for implementing the maker curriculum through the PDs. They anticipated that the greatest implementation challenges would be lack of preparation time, inaccessible computer hardware, lack of administrative support, and a lack of CS knowledge. Student survey results show that most participants were interested in CS and science at the beginning of the program. Student responses to questions about their disposition toward collaboration and persistence suggest some room for growth. Student responses to questions about who does CS are consistent with prevalent gender stereotypes (e.g., boys are naturally better than girls at computer programming), particularly among boys.