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Editors contains: "Kiepert, D T"

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  1. ; ; ; ; (, 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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