Equity, accessibility and action: supporting diverse learners in K-12 computer science education
Lash, Todd Alan
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https://hdl.handle.net/2142/113864
Description
Title
Equity, accessibility and action: supporting diverse learners in K-12 computer science education
Author(s)
Lash, Todd Alan
Issue Date
2021-12-03
Director of Research (if dissertation) or Advisor (if thesis)
Israel, Maya
Doctoral Committee Chair(s)
Meadan-Kaplansky, Hedda
Committee Member(s)
McCarthey, Sarah
Tissenbaum, Michael
Department of Study
Special Education
Discipline
Special Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Date of Ingest
2022-04-29T21:34:32Z
Keyword(s)
Education
Language
eng
Abstract
Computer science impacts our lives every day in a multitude of ways. Despite its ubiquity and power to shape the world, the computer science education community continues to struggle with issues of equity. Problems of access, opportunity, influence and achievement are pervasive and while a handful of scholars have investigated specific approaches to improving equity in computer science education, little research has been done to study the beliefs and practices of teachers in the field across all grade levels and from varied locales. Using a basic qualitative approach, this study examined how 10 teachers selected for an equity-oriented fellowship conceptualized equity in computer science education and used a wide assortment of strategies to create equitable access and outcomes for diverse learners both within and beyond their classrooms. To achieve a deeper understanding, fellowship data was analyzed and compared across all fellows and multiple data types for similarities and differences. Implications for research, and practice are discussed.
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