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Computer science for all: a case study in curriculum reform
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Tate, Carol . Computer science for all: a case study in curriculum reform. Retrieved from https://doi.org/doi:10.7282/t3-jm0c-ar71

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TitleComputer science for all: a case study in curriculum reform
NameTate, Carol (author); Gitomer, Drew (chair); Trees, Frances P (member); Battey, Dan (member); Gobert, Janice (member); Rutgers University; School of Graduate Studies
Date Created2022
Other Date2022-05 (degree)
SubjectEducation, Computer science education, Curriculum reform, Teacher professional learning, Curriculum reform, Computer science for all movement
Extent146 pages : illustrations
DescriptionThe Computer Science for All (CS for All) movement launched in 2016, following a decade of increasing support for broadening access to computer science education in K-12. In the years since, it has grown into a broad-based effort to equip all students with the skills they need to thrive in a digital society. CS for All follows a long line of educational initiatives that have attempted to achieve broad social and political aims through curriculum reform. The wide range of rationales for CS for All, including workforce development, personal empowerment, and creative expression, have implications for designs for curricula and strategies for teacher professional learning. This dissertation considers the CS for All movement from three perspectives: historical context, curricular approaches, and the experiences of classroom teachers who are learning to teach computer science. The successful scaling of CS for All will depend upon a coherent approach supported by a strong theory of action linking classroom activities to the broad array of intended outcomes.
NotePh.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-jm0c-ar71
LanguageEnglish
CollectionSchool of Graduate Studies Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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