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Goode J, Margolis J, Chapman G. Curriculum is not enough: The educational theory and research foundation of the Exploring Computer Science professional development model. 2014;493-498doi: 10.1145/2538862.2538948.
Goode, J., Margolis, J., & Chapman, G. (2014). Curriculum is not enough: The educational theory and research foundation of the Exploring Computer Science professional development model. 493-498. https://doi.org/10.1145/2538862.2538948
Goode, J, et al. "Curriculum is not enough: The educational theory and research foundation of the Exploring Computer Science professional development model." vol. (2014): 493-498. doi: https://doi.org/10.1145/2538862.2538948
Goode J, Margolis J, Chapman G. Curriculum is not enough: The educational theory and research foundation of the Exploring Computer Science professional development model. 2014;493-498. doi: 10.1145/2538862.2538948. UIID-AD: 4466.
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2014;493-498. doi: 10.1145/2538862.2538948.

Curriculum is not enough: The educational theory and research foundation of the Exploring Computer Science professional development model.

J Goode, J Margolis, G Chapman

UIID-AD: 4466 DOI: 10.1145/2538862.2538948

Abstract

In recent years, the computer science education community has shown strong commitment to broadening participation in computing in K-12 classrooms. Educational research highlights the critical role of professional development in supporting teachers to attract and effectively teach underrepresented students in computing. In this paper we present the Exploring Computer Science (ECS) professional development model and the research on which it is based. We also present findings about the impact of ECS professional development on teachers' practice. As computing education initiatives become increasingly concerned with scaling up from a regional to a nationwide presence, it is important to consider how the essential components of effective professional development can drive this reform.

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