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Articles 1 - 6 of 6
Full-Text Articles in Education
Soul Of Cafecs, Lucia Dettori, Steven Mcgee, Ron Greenberg, Dale Reed, Don Yanek, Andrew Rasmussen
Soul Of Cafecs, Lucia Dettori, Steven Mcgee, Ron Greenberg, Dale Reed, Don Yanek, Andrew Rasmussen
Computer Science: Faculty Publications and Other Works
No abstract provided.
Chicago Alliance For Equity In Computer Science (Cafecs): Cycles Of Improvement, Steven Mcgee, Lucia Dettori, Don Yanek, Andrew M. Rasmussen, Ronald I. Greenberg, Dale F. Reed, Erin Henrick
Chicago Alliance For Equity In Computer Science (Cafecs): Cycles Of Improvement, Steven Mcgee, Lucia Dettori, Don Yanek, Andrew M. Rasmussen, Ronald I. Greenberg, Dale F. Reed, Erin Henrick
Computer Science: Faculty Publications and Other Works
No abstract provided.
An Examination Of The Factors Correlating With Course Failure In A High School Computer Science Course, Steven Mcgee, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Erica Wheeler, Randi Mcgee-Tekula, Jennifer Duck
An Examination Of The Factors Correlating With Course Failure In A High School Computer Science Course, Steven Mcgee, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Erica Wheeler, Randi Mcgee-Tekula, Jennifer Duck
Computer Science: Faculty Publications and Other Works
No abstract provided.
"Chicago Alliance For Equity In Computer Science (Cafecs): Cycles Of Improvement'' Poster In Special Session: A Discussion Of Research Practice Partnerships In Cs Education, Steven Mcgee, Lucia Dettori, Don Yanek, Andrew M. Rasmussen, Ronald I. Greenberg, Dale F. Reed, Erin Henrick
"Chicago Alliance For Equity In Computer Science (Cafecs): Cycles Of Improvement'' Poster In Special Session: A Discussion Of Research Practice Partnerships In Cs Education, Steven Mcgee, Lucia Dettori, Don Yanek, Andrew M. Rasmussen, Ronald I. Greenberg, Dale F. Reed, Erin Henrick
Computer Science: Faculty Publications and Other Works
CAFECS builds upon a long-term partnership between Chicago Public Schools (CPS), The Learning Partnership, Depaul University, Loyola University, and the University of Illinois Chicago. It was formed to support CPS in the enactment of it's high school CS grad requirement. This poster will describe the formation of CAFECS, how the partnership has evolved after formalizing as an RPP, its research agenda, and the process of assessing the progress of CAFECS.
Standardizing Facilitator Development For Exploring Computer Science Professional Development, Steven Mcgee, John Wachen, Lucia Dettori, Don Yanek, Faythe Brannon, Andrew M. Rasmussen, Dale F. Reed, Ronald I. Greenberg
Standardizing Facilitator Development For Exploring Computer Science Professional Development, Steven Mcgee, John Wachen, Lucia Dettori, Don Yanek, Faythe Brannon, Andrew M. Rasmussen, Dale F. Reed, Ronald I. Greenberg
Computer Science: Faculty Publications and Other Works
A key strategy for broadening CS participation
in the Chicago Public Schools (CPS) has been the enactment
of a high school CS graduation requirement. The Exploring
Computer Science (ECS) curriculum and professional development
(PD) program serve as a core foundation for supporting
enactment of this policy. The CAFE´CS researcher-practitioner
partnership provides support for ECS implementation in CPS.
An important part of the sustainability of the ECS PD model in
CPS is the development of local workshop facilitators. Potential
facilitators have generally been selected based on the CAFE´CS
team’s personal familiarity with active ECS teachers. Once
selected, teachers engage in a …
Teacher Preparation And English Language Learners: The Negotiation Of Teaching Identities In Communities Of Practice, Eleni Giatsou
Teacher Preparation And English Language Learners: The Negotiation Of Teaching Identities In Communities Of Practice, Eleni Giatsou
Dissertations
This dissertation unveils the identity formation and negotiation processes of teacher candidates, through their practice with English Language Learners (ELLs) in a field-based teacher preparation program. Identity, like learning, is socially constructed and continuously negotiated by someone's engagement in a community (Wenger, 1998). Thus, sociocultural theory and specifically the theoretical construct of communities of practice (Wenger, 1998), guided the exploration of candidates' teaching identities to reveal the processes of becoming a teacher of ELLs. I conducted a qualitative case study to examine candidates' teaching practices with ELLs at a surface level and the (re)construction of their teaching identities at a …