Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/661
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dc.contributor.authorTayne, Kelsey
dc.contributor.authorShapiro, R. Benjamin
dc.contributor.authorJurow, A. Susan
dc.contributor.authorHollingsworth, Max
dc.date.accessioned2018-11-04T23:35:55Z
dc.date.accessioned2018-11-04T22:40:30Z-
dc.date.available2018-11-04T23:35:55Z
dc.date.available2018-11-04T22:40:30Z-
dc.date.issued2018-07
dc.identifier.citationTayne, K., Shapiro, R. B., Jurow, A. S., & Hollingsworth, M. (2018). Pre-service Teachers’ Perspectives on Computer Science Education Within an Equity-Oriented Teacher Education Program. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.1429
dc.identifier.urihttps://repository.isls.org//handle/1/661-
dc.description.abstractThis is a small-scale case study of pre-service teachers’ perspectives on teaching and learning computer science (CS) after they participated in an equity-oriented teacher education program. We found that this program appeared to support pre-service teachers (PTs) in developing more expansive views on CS teaching and learning. Findings point to the broader importance that PTs’ experience CS with children in a learning environment that supports expansive learning opportunities with CS.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titlePre-service Teachers’ Perspectives on Computer Science Education Within an Equity-Oriented Teacher Education Programen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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