Integrating computational thinking practices into early childhood education in culturally responsive ways: Insights from research–practice partnership

Integrating computational thinking practices into early childhood education in culturally responsive ways: Insights from research–practice partnership

Abstract The study examines the research–practice partnership (RPP) model aimed at co‐constructing and integrating computational thinking (CT) in culturally responsive (CR) ways within early childhood and elementary (PreK‐5) classrooms, focusing on teachers' RPP experiences. Recent research und...

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Bibliographic Details
Main Authors: Jeanne Hubelbank, Mia Dubosarsky, Shakhnoza Kayumova, Tiffany Davis, Nea Sann, Shawn Fortin, Gillian Smith
Format: Article
Language:English
Published: Wiley 2024-12-01
Series:Future in Educational Research
Subjects:
computational thinking
cultural responsive practices
early childhood
research practice partnership
teacher professional development
Online Access:https://doi.org/10.1002/fer3.49
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https://doi.org/10.1002/fer3.49

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