Abstract The California State University (CSU), Chico’s Computational Literacy Across Secondary Settings (CLASS) program, funded by a five-year Teaching Quality Partnership (TQP) grant in 2019, aimed to recruit, prepare, and retain highly qualified teachers in high-needs rural areas. A key feature of the program was the inclusion of Argument Driven Inquiry (ADI) and computational thinking […]

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This report presents findings from an evaluation of MPACT, which provides teacher professional development, and STEM industry mentoring and project-based learning for grade 4–7 students in geometry, computational thinking and spatial reasoning.

The post Mathematics, 3D Printing, and Computational Thinking Through Work-Based Learning (MPACT): An Education Innovation and Research (EIR) Grant Evaluation—Technical Report appeared first on SRI.

SRI Education used design-based implementation research to support mathematical generalization skills through Python programming in this NSF-funded study.

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This Collaborative Partnership to Teach Mathematical Reasoning Through Computer Programming (CPR2) memo includes recommendations and findings from the observations, teacher interviews, student surveys, and student assessments in fall 2020.

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This memo includes initial efficacy study results of final year of the Collaborative Partnership to Teach Mathematical Reasoning Through Computer Programming (CPR2) study. It additionally includes implementation findings for this year of the study.

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This report offers a framework for reviewing CoolThink@JC’s accomplishments to date and computational thinking education (CTE) initiatives in other jurisdictions.

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This memo includes results of data collection from the second cohort of Collaborative Partnership to Teach Mathematical Reasoning Through Computer Programming (CPR2) teachers from classroom implementation of CPR2 in fall 2021 and builds on the spring 2021 memo.

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