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: "Brown, R E"

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. ; ; (, 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. 
    more » « less
    Accepted Manuscript Full Text Available
  5. ; ; ; ; (, International Society of the Learning Sciences)
    Accepted Manuscript Full Text Available