ERIC Number: EJ1459371
Record Type: Journal
Publication Date: 2025
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1539-1523
EISSN: EISSN-1945-0818
Available Date: 0000-00-00
Utilizing a Computational Thinking Engagement Inventory to Support Inclusive Computational Thinking Pathways
Journal of Research on Technology in Education, v57 n1 p201-217 2025
Based in a research-practice partnership around district-wide computational thinking (CT) Pathways, this paper explores how six districts utilized the CT Engagement Inventory to examine if and how students are engaged in computing learning opportunities and write inclusive CT pathway goals. We found the CT Engagement Inventory supported districts in articulating inclusive pathway goals that moved beyond focusing only on access and participation. Instead, goals focused on building capacity to make broader access and participation possible and examining the nature of student participation. This paper demonstrates a tool to support districts in ensuring inclusive computing learning opportunities reach all students.
Descriptors: Computation, Thinking Skills, School Districts, Research and Development, Theory Practice Relationship, Learner Engagement, Student Participation, Capacity Building, Computer Science Education, Inclusion, Equal Education, Administrators, Administrator Attitudes, Elementary Secondary Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 2219350; 2219351
Author Affiliations: N/A