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Creators/Authors contains: "Sheridan, S"

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  1. ; ; (, Annual meeting of the American Educational Research Association)
    Accepted Manuscript Full Text Available
  2. ; ; ; ; ; (, Annual meeting program American Educational Research Association)
    The need to expand computer science learning for all students has led to an increase in publicly and privately funded professional development (PD) opportunities for teachers. Our research team has been involved in the design of equity-focused PD opportunities for teachers in computing since 2012 by building partnerships with K-12 systems. The COVID-19 pandemic necessitated changes in our approach and a shift to a virtual PD institute. In this work, we describe our transition to a virtual PD institute, including the topics and design principles guiding the institute. We also examine how the virtual PD influenced teacher outcomes. Findings suggest an increase in teachers’ knowledge and self-efficacy while highlighting the affordances of virtual platforms most valued by teachers. 
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    Full Text Available 
  3. ; ; (, Annual Meeting of the American Educational Research Association)
    Accepted Manuscript Full Text Available
  4. ; ; (, Society for Information Technology & Teacher Education)
    Accepted Manuscript Full Text Available
  5. ; ; ; (, Annual Meeting of the American Educational Research Association)
    Accepted Manuscript Full Text Available
  6. ; ; ; (, Society for Information Technology and Teacher Education)
    The field of computer science continues to lack diversity, which has led to new efforts toward increasing access to computer science among all students. In order to address the underrepresentation of minoritized youth in computer science, we developed and delivered a culturally responsive and equityfocused computer science professional development model for helping teachers apply culturally relevant pedagogy alongside computer science principles within their classrooms. This paper focuses on how teachers experienced and processed this infusion of culturally relevant pedagogy into computer science professional development. Findings suggest that the ways in which participating teachers’ contexts and experiences influence the ways in which they conceptualize culturally relevant pedagogy and plan to implement it into their classrooms. 
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    Accepted Manuscript Full Text Available
  7. ; ; ; (, Society for Information Technology & Teacher Education)
    Accepted Manuscript Full Text Available