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Creators/Authors contains: "Orrill, C"

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  1. ; ; (, 2025 Annual Meeting of the American Educational Research Association)
    Free, publicly-accessible full text available April 25, 2026
  2. ; ; ; ; ; ; ; ; (, National Council on Measurement in Education)
    Free, publicly-accessible full text available April 25, 2026
  3. ; ; (, Kent State University)
    Kosko, K; Caniglia, J; Courtney, S; Zolfaghari, M; Morris, G A (Ed.)
    Accepted Manuscript Full Text Available
  4. ; ; ; (, Kent State University)
    Kosko, K; Caniglia, J; Courtney, S; Zolfaghari, M; Morris, G A (Ed.)
    Accepted Manuscript Full Text Available
  5. ; ; (, International Society of the Learning Sciences)
    Accepted Manuscript Full Text Available
  6. ; ; ; ; (, 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 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. 
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    Accepted Manuscript Full Text Available
  7. ; ; ; ; (, 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
  8. ; ; ; ; ; (, 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
  9. ; ; ; ; (, International Society of the Learning Sciences)
    Accepted Manuscript Full Text Available
  10. ; ; ; ; ; (, Proceedings of the International Conference of the Learning Sciences)