skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


  • Home
  • Search Results
  • Page 1 of 1

Search for: All records

Creators/Authors contains: "Asif, A D"

Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

  1. ; ; ; ; ; (, 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. 
    more » « less
    Accepted Manuscript Full Text Available
  2. ; ; ; ; ; ; ; ; (, 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. 
    more » « less
    Accepted Manuscript Full Text Available