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Creators/Authors contains: "Orrill, C H"

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  1. ; ; (, 2025 Annual Meeting of the American Educational Research Association)
    Free, publicly-accessible full text available April 25, 2026
  2. ; ; (, Kent State University)
    Kosko, K; Caniglia, J; Courtney, S; Zolfaghari, M; Morris, G A (Ed.)
    Free, publicly-accessible full text available November 8, 2025
  3. ; ; ; (, Kent State University)
    Kosko, K; Caniglia, J; Courtney, S; Zolfaghari, M; Morris, G A (Ed.)
    Free, publicly-accessible full text available November 8, 2025
  4. ; ; ; ; (, International Society of the Learning Sciences, Inc. [ISLS])
    Lindgren, R; Asino, TI; Kyza, E A; Looi, C K; Kiepert, D T; Suarez, E (Ed.)
    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. 
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    Accepted Manuscript Full Text Available
  5. ; ; ; ; ; (, International Society of the Learning Sciences [ISLS])
    Lindgren, R; Asino, T I; Kyza, E A; Looi, C K; Keifert, D T; Suárez, E (Ed.)
    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. 
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    Accepted Manuscript Full Text Available
  6. ; ; ; ; (, International Society of the Learning Sciences)
    Accepted Manuscript Full Text Available
  7. ; ; ; ; ; (, International Society of the Learning Sciences)
    Accepted Manuscript Full Text Available
  8. ; ; ; ; ; ; ; ; (, 2023 AERA Annual Meeting)
    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. 
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    Accepted Manuscript Full Text Available
  9. (, Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Olanoff, D. (Ed.)
    Accepted Manuscript Full Text Available
  10. ; ; ; ; (, Proceedings of the fourth-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Olanoff, D.; Johnson, K.; & Spitzer, S. (Ed.)
    The purpose of this poster is to report on findings from our development efforts. In prior papers, we have reflected on some of the challenges in writing items to measure teachers’ specialized content knowledge (e.g., Orrill et al, 2015). In this paper, we reflect on our analysis of think-aloud interviews to identify what we have learned about the development of PCK items for proportional reasoning. 
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    Accepted Manuscript Full Text Available