Instructional coaching can improve teaching quality in early learning classrooms. SRI Education, in collaboration with Substantial and the Bill and Melinda Gates Foundation, created a Target Product Profile detailing the ideal features of observation tools to support instructional coaching.
Building Teacher Capacity in K–12 Computer Science by Promoting Formative Assessment Literacy
The rapid expansion of computer science (CS) instruction in primary and secondary education has highlighted the shortage of teachers qualified to teach the subject.
Practice Guide: Applying a Principled Approach to Develop and Use K–12 Computer Science Formative Assessments
In this practice guide, we show how to apply the five-step process outlined in the corresponding white paper to systematically develop or select formative assessment tasks and use them to inform instruction.
A principled approach to designing a computational thinking practices assessment for early grades
In this paper, we discuss the development of and results from a validated CT Practices assessment for 4th-6th grade students.
Leveraging Evidence-Centered design to develop assessments of Computational Thinking practices
This article describes how ECD was used to develop CT assessments for primary students in Hong Kong and secondary students in the United States.
Getting Ready to Learn: Creating Effective, Educational Children’s Media
Getting Ready to Learn describes how educational media have and are continuing to play a role in meeting the learning needs of children, parents, and teachers.
Studying Implementation of Secondary Introductory Computer Science: Preliminary Results (Abstract Only)
Education researchers have extensively studied how secondary teachers adopt and adapt new curriculum and new teaching practices, especially in science and mathematics.
Principled Assessment of Student Learning in High School Computer Science
In the US, the new K12 CS Framework and aligned CSTA standards, and the Common Core State Standards and Next Generation Science Standards all include guidance related to computational thinking practices.
Advice for Mathematical Argumentation
“Telling” can be an effective tool in helping students engage in intellectually demanding argumentation and productive behavior.