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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. 

A search for the nonresonant production of Higgs boson pairs in the $HH\to b\overline{b}{\tau }^{+}{\tau }^{-}$channel is performed using $140{\mathrm{fb}}^{-1}$of proton-proton collisions at a center-of-mass energy of 13 TeV recorded by the ATLAS detector at the CERN Large Hadron Collider. The analysis strategy is optimized to probe anomalous values of the Higgs boson self-coupling modifier ${\kappa }_{\lambda }$and of the quartic $HHVV$( $V=W,Z$) coupling modifier ${\kappa }_{2V}$. No significant excess above the expected background from Standard Model processes is observed. An observed (expected) upper limit ${\mu }_{HH}<5.9\left(3.3\right)$is set at 95% confidence-level on the Higgs boson pair production cross section normalized to its Standard Model prediction. The coupling modifiers are constrained to an observed (expected) 95% confidence interval of $-3.1<{\kappa }_{\lambda }<9.0$( $-2.5<{\kappa }_{\lambda }<9.3$) and $-0.5<{\kappa }_{2V}<2.7$( $-0.2<{\kappa }_{2V}<2.4$), assuming all other Higgs boson couplings are fixed to the Standard Model prediction. The results are also interpreted in the context of effective field theories via constraints on anomalous Higgs boson couplings and Higgs boson pair production cross sections assuming different kinematic benchmark scenarios. © 2024 CERN, for the ATLAS Collaboration2024CERN 

Abstract A search for leptoquark pair production decaying into$$te^- \bar{t}e^+$$ $t{e}^{-}\overline{t}{e}^{+}$or$$t\mu ^- \bar{t}\mu ^+$$ $t{\mu }^{-}\overline{t}{\mu }^{+}$in final states with multiple leptons is presented. The search is based on a dataset ofppcollisions at$$\sqrt{s}=13~\text {TeV} $$ $\sqrt{s}=13\text{TeV}$recorded with the ATLAS detector during Run 2 of the Large Hadron Collider, corresponding to an integrated luminosity of 139 fb$$^{-1}$$ $_{}^{-1}$. Four signal regions, with the requirement of at least three light leptons (electron or muon) and at least two jets out of which at least one jet is identified as coming from ab-hadron, are considered based on the number of leptons of a given flavour. The main background processes are estimated using dedicated control regions in a simultaneous fit with the signal regions to data. No excess above the Standard Model background prediction is observed and 95% confidence level limits on the production cross section times branching ratio are derived as a function of the leptoquark mass. Under the assumption of exclusive decays into$$te^{-}$$ $t{e}^{-}$($$t\mu ^{-}$$ $t{\mu }^{-}$), the corresponding lower limit on the scalar mixed-generation leptoquark mass$$m_{\textrm{LQ}_{\textrm{mix}}^{\textrm{d}}}$$ $m_{{\text{LQ}}_{\text{mix}}^{\text{d}}}$is at 1.58 (1.59) TeV and on the vector leptoquark mass$$m_{{\tilde{U}}_1}$$ $m_{{\tilde{U}}_1}$at 1.67 (1.67) TeV in the minimal coupling scenario and at 1.95 (1.95) TeV in the Yang–Mills scenario. 

Abstract The ATLAS trigger system is a crucial component of the ATLAS experiment at the LHC. It is responsible for selecting events in line with the ATLAS physics programme. This paper presents an overview of the changes to the trigger and data acquisition system during the second long shutdown of the LHC, and shows the performance of the trigger system and its components in the proton-proton collisions during the 2022 commissioning period as well as its expected performance in proton-proton and heavy-ion collisions for the remainder of the third LHC data-taking period (2022–2025).