Citation
Bienkowski, M. Snow, E., McElhaney, K. W., Xu, Y., Rutstein, D., & Tate, C. (2017). Studying Implementation of Secondary Introductory Computer Science: Preliminary Results (Abstract Only). In Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE ’17) (pp. 703-703). New York, NY: ACM. http://dl.acm.org/citation.cfm?id=3022432
Abstract
Education researchers have extensively studied how secondary teachers adopt and adapt new curriculum and new teaching practices, especially in science and mathematics. Their goals are often to learn ways to help teachers enact new pedagogical approaches, so the results inform teacher professional development, as well as building knowledge in the field. Changing teaching practice often involves changes across a number of fronts: for example, inquiry-based teaching of science involves skills in developing questions, supporting student whole-class discussion and sense-making, and allowing students time to investigate authentic problems.
