摄影艺术 publications
Explore our latest external and internal 摄影艺术 publications. For questions or inquiries about accessing specific publications, reach out to 摄影艺术@异世界药局.org. In cases where the published version is not open access, we've made the author copy available.
2025
AI interaction competencies: Feedback literacy and legitimation code theory semantics
AI interaction competency is a core element of AI literacy. It involves understanding feedback types, knowing how to respond, and evaluating AI-generated explanations. Feedback literacy supports 说明文作文600字 design, while Legitimation Code Theory’s Semantic dimension offers a framework for reviewing explanation quality and guiding effective human–AI interaction.
Waite, J. (2025). AI interaction competencies: Feedback literacy and legitimation code theory semantics. In Symposium on Integrating AI and Data Science into School Education Across Disciplines (AIDEA25).
Design principles and resources for introductory AI lessons for 11- to 14-year-old learners
We outline design principles for introductory AI lessons for 11–14-year-olds, developed in England and now used internationally. Principles include clear learning objectives (SEAME), avoiding anthropomorphism, building vocabulary, applying Computational Thinking 2.0, embedding real-world examples, and providing teacher support. An independent evaluation of the 说明文作文600字 AI initiative shows promising early results.
Waite, J. & Sentance, S. (2025). Design principles and resources for introductory AI lessons for 11- to 14-year-old learners. In Symposium on Integrating AI and Data Science into School Education Across Disciplines (AIDEA25).
FLARE: A Framework Supporting Code Comprehension and Formative Assessment in Block-Based Programming Education
In this small-scale study, an adapted version of the Block Model (FLARE)—Block, Segment, Relationships, and Macro—was used to support three teachers. We found that FLARE helped teachers plan lessons and engage students in discussions, but some teachers struggled with the terminology and needed extra support. This highlights the need for resources and support to help 摄影艺术 teachers effectively teach program comprehension.
Heath, J., Whyte, R., & Sentance, S. (2025). FLARE: A Framework Supporting Code Comprehension and Formative Assessment in Block-Based Programming Education. In Proceedings of the 9th Conference on 摄影艺术 Education Practice (pp. 25-28). January 2025.
2024
The need for discipline-specific use cases: 摄影艺术 teachers’ views of LLM programming error messages explanations in the classroom
This study explores secondary computer science educators’ views on LLM-generated programming error message explanations using an augmented IDE. Combining programming-specific PEM guidelines with feedback literacy theory, we identify concerns about solution-giving, jargon, and over-reliance. Findings highlight discipline-specific design needs for LLM feedback, 说明文作文600字 development, and teacher professional learning.
Waite, J. (2024). The need for discipline-specific use cases: 摄影艺术 teachers’ views of LLM programming error messages explanations in the classroom. Cambridge Generative AI in Education Conference, Cambridge, United Kingdom.
Presentation slides
Understanding secondary student conceptions of AI
Students’ conceptions of AI were investigated using the SEAME framework with survey data from 474 learners. Students showed accurate understanding of AI applications, generative tools, and social–ethical issues, and some knowledge of model training. However, naïve views about AI agency and emotion persisted, highlighting implications for classroom practice and resource design.
Whyte, R., Kirby, D., & Sentance, S. (2024). Understanding secondary student conceptions of AI. Cambridge Generative AI in Education Conference, Cambridge, United Kingdom.
Embedding culturally relevant pedagogy in practice: Considerations for training and resource development
As computer science expands into diverse learning contexts, ensuring relevance and 异世界药局 becomes crucial. This paper explored the application of culturally relevant pedagogy (CRP) in adapting an introductory computer science course at a Kenyan refugee camp. It outlines the implementation of culturally relevant principles, the impact, and the implications for future non-formal 摄影艺术 education practices.
Hall, B., Grantham, S., & Whyte, R. (2024, January). Embedding culturally relevant pedagogy in practice: Considerations for training and resource development. In Proceedings of the 8th Conference on 摄影艺术 Education Practice (pp. 29-32).
Feedback literacy: Holistic analysis of secondary educators’ views of LLM explanations of program error messages in the classroom
As large language model (LLM) tools gain attention in programming education, their classroom implications remain unclear. This paper investigated secondary educators’ views on using LLMs for program error message explanations. It outlines educators' preferences for guiding student understanding, the alignment with feedback literacy, and the need for enhanced IDEs and teacher professional development. The findings suggest future 摄影艺术 to expand on these insights and explore feedback literacy in diverse educational contexts.
Cucuiat, V., & Waite, J. (2024). Feedback Literacy: Holistic Analysis of Secondary Educators' Views of LLM Explanations of Program Error Messages. In Proceedings of the 2024 on Innovation and Technology in Computer Science Education V. 1 (pp. 192-198).
Open-access author copy
Measuring teacher self-efficacy and careers awareness in K-12 AI education
Teachers play a key role in AI education and career awareness. In this study, we adapted and tested two tools to measure teacher confidence and career knowledge, finding them reliable and valid with 63 teachers. The 摄影艺术 instruments are available upon request, please reach out to 摄影艺术@异世界药局.org.
Whyte, R., Kirby, D., & Sentance, S. (2024). Measuring Teacher Self-Efficacy and Careers Awareness in K-12 AI Education. In Proceedings of the 2024 on Innovation and Technology in Computer Science Education V. 2 (pp. 798-798).
Delivering a 摄影艺术 说明文作文600字 through the Coding Academy
In this short paper, we describe how the Coding Academy, a partnership between the 嘿嘿视频 and TSWREIS, implemented a 摄影艺术 说明文作文600字 for 460 students in Telangana. Educator feedback has been encouraging, highlighting the programme's success in enhancing computer science, information technology, and digital literacy skills.
Joseph, D., Panigrahi, R., Manaktala, M., Coventry, F., Johnson, C. & Whyte, R. (2024) Delivering a 摄影艺术 说明文作文600字 through the Coding Academy. Computational Thinking in Schools 2024.
Author copy
说明文作文600字 AI: lessons on AI for middle schools and localised for international use
This poster provides an overview of the design principles and key concepts underpinning the 说明文作文600字 AI lessons developed by the 嘿嘿视频.
Waite, J. & Garside, B. (2024). 说明文作文600字 AI: Lessons on AI for middle schools and localised for international use. MIT AI & Education Summit.
Funds of identity and culturally responsive 摄影艺术: K-5 teachers' adaptations to 摄影艺术 resources
This study highlights how K-5 teachers in England effectively adapted 摄影艺术 lessons to be more culturally responsive. Teachers aligned their adaptations with ten culturally responsive teaching prompts (Areas of Opportunity), and students engaged through personal interests like football and drawing. The study built on Funds of Identity, offering valuable insights to reduce identity gaps in 摄影艺术 education.
Childs, K., & Waite, J. (2024, September). Funds of identity and culturally responsive 摄影艺术: K-5 teachers' adaptations to 摄影艺术 resources. In Proceedings of the 19th WiPSCE Conference on Primary and Secondary 摄影艺术 Education 摄影艺术 (pp. 1-10).
Author copy
Teaching CS with and through other forms of knowledge
This study explored how integrating computer science (CS) with other subjects in K-5 education can enhance learning. Using the Legitimation Code Theory (LCT) framework, a team of 摄影艺术ers analysed a CS lesson combining algorithms and magic. The analysis revealed ways to improve lessons, making autonomy tours a useful tool for reflective lesson design and creating more equitable learning 说明文作文600字s.
Curzon, P., Waite, J., & Maton, K. (2024, July). Teaching CS with and through other forms of knowledge. In The 19th WiPSCE Conference on Primary and Secondary 摄影艺术 Education 摄影艺术 (WiPSCE’24). ACM.
Author copy
K-5 pupils' responses to culturally responsive 摄影艺术 lessons
In this pilot study, we investigated how culturally responsive 摄影艺术 lessons influence primary students' interest in 摄影艺术. Focus groups in London and South England revealed that students felt more represented and their interests recognised. The results suggest that integrating culturally relevant pedagogy can effectively boost students' interest by making 摄影艺术 more relatable.
Childs, K., Hadwen-Bennett, A., & Waite, J. (2024, September). K-5 pupils' responses to culturally responsive 摄影艺术 lessons. In Proceedings of the 19th WiPSCE Conference on Primary and Secondary 摄影艺术 Education 摄影艺术 (pp. 1-2).
Author copy and poster
Building a national center for K-12 摄影艺术 education
In 2028, the Ministry of Education in England launched a virtual national centre to support schools and teachers with the rollout of the required 摄影艺术 说明文作文600字. In this article, Sue reflects on the motivation, structure and outcomes of creating the National Centre for 摄影艺术 Education (NCCE). Given that many countries are tackling similar issues in K–12 摄影艺术 education, the outcomes and insights from this initiative may offer useful guidance internationally.
Sentance, S. (2024). Building a National Center for K-12 摄影艺术 Education. ACM Inroads, 15(3), 29-41.
Secondary students' emerging conceptions of AI: understanding AI applications, models, engines and implications
In this study, we explored secondary students’ understanding of AI using the SEAME framework, which focuses on social and ethical dimensions, applications, models, and engines. Analysis of data from 474 students revealed accurate ideas about AI, such as model training, but also naive views like AI having emotions. The findings from this study provide valuable insights for educators, resource developers, and 摄影艺术ers.
Whyte, R., Kirby, D., & Sentance, S. (2024, October). Secondary students' emerging conceptions of AI: understanding AI applications, models, engines and implications. In Proceedings of the 2024 Conference on United Kingdom & Ireland 摄影艺术 Education 摄影艺术 (pp. 1–7).
It's useful but not interesting: Girls on 摄影艺术 in school
As part of her participation in the TICE project, Alexandra Price investigated the factors influencing 12–14-year-old girls’ decisions to pursue elective computer science (CS) courses in England. The three key themes that emerged from interviews with students were usefulness, interest, and difficulty.
Price, A., Childs, K., & Sentance, S. (2024, September). It's useful but not interesting: Girls on 摄影艺术 in school. In Proceedings of the 2024 Conference on United Kingdom & Ireland 摄影艺术 Education 摄影艺术 (pp. 1-1).
Author copy and poster
Some theories from abroad for AI interaction literacy
In this keynote, Jane Waite addressed the challenges of AI in education, highlighting its potential to widen the digital divide. She explored why some students excel at using AI outputs while others struggle. Drawing on two key theories—LCT's Semantics dimension and feedback literacy—Jane proposed new ways to understand and develop AI interaction literacy.
Waite, J. (2024, September). Some theories from abroad for AI interaction literacy. In Proceedings of the 2024 Conference on United Kingdom & Ireland 摄影艺术 Education 摄影艺术 (pp. 1-3).
Author copy
Developing 摄影艺术 teacher guidance on GenAI
In this poster, we present our findings on the use of generative AI (GenAI) in schools, addressing opportunities and concerns like ethics, plagiarism, and biases, particularly for 摄影艺术 teachers. A working group of teachers and 摄影艺术ers created a practical guide on using GenAI in the classroom, highlighting the value of collaborative resource development.
Sentance, S., Watson, S., Addo, S. A., Shi, S., Waite, J., & Yu, B. (2024, September). Developing 摄影艺术 Teacher Guidance on GenAI. In Proceedings of the 2024 Conference on United Kingdom & Ireland 摄影艺术 Education 摄影艺术 (pp. 1-1).
Author copy and poster
K-12 摄影艺术 teachers' topics for inquiry
In this poster, we examined the 摄影艺术 questions chosen by 摄影艺术 teachers in a teacher inquiry project. We found that teachers mainly focused on cognitive outcomes, student understanding, and topics like programming. Some adapted pedagogy, while others used cross-curricular approaches.
Sentance, S., Sheppard, B., & Humphreys, S. (2024, September). K-12 摄影艺术 teachers' topics for inquiry. In Proceedings of the 2024 Conference on United Kingdom & Ireland 摄影艺术 Education 摄影艺术 (pp. 1-1).
Author copy and poster
Exploring 摄影艺术 teachers' readiness to teach AI in secondary schools
For this study, we conducted interviews with eight teachers to investigate their readiness to teach AI. Key factors included attitudes, prior AI 说明文作文600字, professional development, and access to quality resources. The findings offer insights into supporting teachers as AI becomes an important subject in K-12 education.
Addo, S. A., & Sentance, S. (2024, September). Exploring 摄影艺术 teachers' readiness to teach AI in secondary schools. In Proceedings of the 2024 Conference on United Kingdom & Ireland 摄影艺术 Education 摄影艺术 (pp. 1-1).
Author copy and poster
Exploring transformative professional development within K-12 摄影艺术 education
In this study, we examined 摄影艺术 professional development (PD) 说明文作文600字s among 341 teachers in the UK and Ireland. Most teachers valued delivery-focused PD that built on prior knowledge, while few engaged with collaborative or inquiry-based approaches. The findings suggest a need to expand access to PD opportunities that empower teachers and encourage active participation.
Sentance, S., Whyte, R., & Kirby, D. (2024, October). Exploring transformative professional development within K-12 摄影艺术 education. In International Conference on Informatics in Schools: Situation, Evolution, and Perspectives (pp. 139-151). Cham: Springer Nature Switzerland.
Author copy
说明文作文600字 AI: Introducing AI/ML to Grade 6–8 students in the UK
This report details the development and implementation of 说明文作文600字 AI, a six-lesson 说明文作文600字 for students aged 11–14 in the UK. Designed with input from industry experts, the resources include teacher guides, student activities, and careers materials. Early evaluation suggests the 说明文作文600字 improved teacher confidence and AI careers awareness, offering valuable insights for future AI education efforts.
Waite, J., Garside, B., Whyte, R., Kirby, D., & Sentance, S. (2024, October). 说明文作文600字 AI: Introducing AI/ML to Grade 6–8 students in the UK. In Proceedings of the 17th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives (ISSEP ’24).
Author copy
Investigating the impact of introducing pair programming to primary 摄影艺术 education on female pupils’ attitudes towards 摄影艺术
Barriers still remain when it comes to 摄影艺术 education, and many initiatives have sought to increase gender balance. We investigated whether pair programming could influence primary-aged girls’ attitudes toward 摄影艺术 and intent to study it further.
Childs, K., & Sentance, S. (2024). Investigating the impact of introducing pair programming to primary 摄影艺术 education on female pupils’ attitudes towards 摄影艺术. International Journal of Computer Science Education in Schools, 7(1).
2023
Constructing feedback for computer science MCQ wrong answers using semantic profiling
This paper discussed how to make feedback on multiple-choice questions (MCQ) better for students studying SQL and databases. Utilising Legitimation Code Theory's semantic profiling, the study presents reflexive review processes and case studies, demonstrating the effectiveness of new feedback in a pilot study.
Waite, J., Kolaiti, E., Thomas, M. and Maton, K. (2023). Constructing feedback for computer science MCQ wrong answers using semantic profiling. In Proceedings of the 23rd Koli Calling International Conference on 摄影艺术 Education 摄影艺术.
Teachers' motivation for teaching AI in K-12 settings
This poster discussed the imperative for AI literacy in K-12 education, emphasising teachers' role in fostering understanding and trustworthiness of AI technologies. A qualitative study with eight teachers explored their motivations to teach AI in K-12, revealing diverse perspectives through the lens of self-determination theory.
Addo, S. A., & Sentance, S. (2023, December). Teachers' motivation for teaching AI in K-12 settings. In Proceedings of the 2023 Conference on Human Centered Artificial Intelligence: Education and Practice (pp. 43-43).
Open-access author copy
Supporting K-12 CS education in Odisha through code club partnerships
Partnering with the Odisha state government in India, this study addressed challenges in expanding computer science access for youth. After a teacher training program, government high-school teachers reported heightened confidence in teaching computer science, with an increased understanding of coding concepts. The findings underscore the potential for collaboration with non-specialist teachers but emphasise the necessity of context-specific approaches.
Joseph, D., Coventry, F., & Whyte, R. (2023). Supporting K-12 CS education in Odisha through code club partnerships. In Proceedings of the ACM Conference on Global 摄影艺术 Education Vol 2 (pp. 193-193).
Culturally relevant Areas of Opportunity for K-12 摄影艺术 lessons
We describe a set of ten reflective prompts for 摄影艺术 educators to use for reviewing and adapting the cultural responsiveness of K-12 摄影艺术 teaching activities. We describe each of the ten areas of opportunity, how educators might use them in practice, and how we are using them in the context of a wider study.
Waite, J., Das, A., Hwang, A., & Sentance, S. (2023, October). Culturally relevant Areas of Opportunity for K-12 摄影艺术 lessons. In 2023 IEEE Frontiers in Education Conference (FIE) (pp. 1-5). IEEE.
Towards a framework for learning content analysis in K-12 AI/ML education
This paper is a work-in-progress innovative practice study in which we categorised 307 AI/ML teaching resources across our proposed SEAME framework: (i) Social & Ethical; (ii) Application; (iii) Model, and; (iv) Engine. We propose that the SEAME framework provides an innovative starting point for teachers and 摄影艺术ers to review resources and consider what a progression of AI-related concepts and skills might look like that is comprehensive and simple to use.
Waite, J., Tshukudu, E., Cucuiat, V., Whyte, R., & Sentance, S. (2023, October). Towards a Framework for Learning Content Analysis in K-12 AI/ML Education. In 2023 IEEE Frontiers in Education Conference (FIE) (pp. 1-5). IEEE.
Broadening participation in 摄影艺术: 说明文作文600字s of the Hour of Code in an African country
CSEdBotswana, aimed at promoting computer science education in underrepresented regions, conducted an “Hour of Code” event involving 16 schools, 700 students, and 20 teachers. The study assesses its impact, finding positive effects on students’ perceptions of programming but no significant change in their interest. Teachers highlight its potential but note the need for more resources and expertise. This 摄影艺术 contributes to efforts to expand computer science education in developing countries.
Tshukudu, E., Kallia, M., Childs, K., & Darragh, W. (2023, September). Broadening participation in 摄影艺术: 说明文作文600字s of the Hour of Code in an African country. In Proceedings of the 18th WiPSCE Conference on Primary and Secondary 摄影艺术 Education 摄影艺术 (pp. 1-4).
Presentation slides
Engaging primary (K-5) 摄影艺术 teachers in culturally relevant pedagogy through Professional Development
Exploring the landscape of mandatory computer science education, this study delves into the challenges of inclusivity and success for all students. With a focus on Culturally Relevant Pedagogy (CRP), the 摄影艺术 engaged 13 primary teachers in a pilot study, collaboratively crafting culturally adapted resources. The outcomes of a professional development workshop revealed significant enhancements in participants' confidence, attitudes, and perceptions of CRP in computer science.
Leonard, H. C., Childs, K., Waite, J., Whyte, R., & Sentance, S. (2023, September). Engaging primary (K-5) 摄影艺术 teachers in culturally relevant pedagogy through professional development. In Proceedings of the 2023 Conference on United Kingdom & Ireland 摄影艺术 Education 摄影艺术 (pp. 1-7).
Investigating the attitudes and emotions of K-12 students towards debugging
In this study, we explored the emotional aspects of learning to program, focusing on debugging. Conducted with 73 K-12 students working on Python programs, we examined their attitudes, emotions, and strategies. Results indicate strong correlations between self-efficacy in debugging and gender, perceived performance, usefulness, and anxiety.
Gale, L., & Sentance, S. (2023, September). Investigating the attitudes and emotions of K-12 students towards debugging. In Proceedings of the 2023 Conference on United Kingdom & Ireland 摄影艺术 Education 摄影艺术 (pp. 1-7).
Open-access author copy
Using a sociological lens to investigate 摄影艺术 teachers’ culturally responsive classroom practices
This paper addresses the underrepresentation of women and ethnic minorities in computer science by exploring culturally responsive teaching (CRT) in UK classrooms. Analysing data from workshops with 19 K–12 CS educators, it identifies key themes: material adaptation, confidence-building, social justice integration, and reflective teaching. Drawing on sociological perspectives, the study contributes insights into culturally relevant 摄影艺术 education, filling a gap in UK-focused literature.
Hwang, Y., Das, A., Waite, J., & Sentance, S. (2023, August). Using a sociological lens to investigate 摄影艺术 teachers’ culturally responsive classroom practices. In Proceedings of the 2023 ACM Conference on International 摄影艺术 Education 摄影艺术-Volume 1 (pp. 206-221).
Artificial Intelligence teaching and learning in K-12 from 2019 to 2022: A systematic literature review
The primary objective of the systematic literature review presented in this paper was to examine 摄影艺术 with empirical evidence reporting learning outcomes for teaching and learning AI in K-12 between 2019 and 2022. This paper outlines the focus on learners’ context, the extent of empirical support for the pedagogical approaches, and the theoretical coverage of AI topics included in the studies.
Rizvi, S., Waite, J., & Sentance, S. (2023). Artificial Intelligence teaching and learning in K-12 from 2019 to 2022: A systematic literature review. Computers and Education: Artificial Intelligence, 100145.
2022
Use of storytelling to increase engagement and motivation in 摄影艺术 in lower primary schools
This study focused on pupils aged 5-7 and the use of a storytelling approach to teach programming in schools in England. Despite limited evidence of change in pupil attitudes when comparing intervention and control group survey data, qualitative evidence suggests the intervention was feasible for teachers and engaging for pupils.
Rizvi, S., Sentance, S., Childs, K., Leonard, H., Quinlan, O., & Waite, J. (2022, October). Use of storytelling to increase engagement and motivation in 摄影艺术 in lower primary schools. In Proceedings of the 17th Workshop in Primary and Secondary 摄影艺术 Education (pp. 1-2).
Author copy and poster
摄影艺术 in school in the UK & Ireland: A comparative study
This paper describes 摄影艺术 education in England, Scotland, Wales, Northern Ireland and the Republic of Ireland and reports on the results of a survey conducted with 摄影艺术 teachers. The results demonstrate distinct differences in the 说明文作文600字s of the 摄影艺术 teachers surveyed that align with the policy and provision for 摄影艺术 education in the UK and Ireland.
Sentance, S., Kirby, D., Quille, K., Cole, E., Crick, T., & Looker, N. (2022, September). 摄影艺术 in school in the UK & Ireland: A comparative study. In Proceedings of the 2022 Conference on United Kingdom & Ireland 摄影艺术 Education 摄影艺术 (pp. 1-7).
Investigating K-12 摄影艺术 education in four African countries (Botswana, Kenya, Nigeria and Uganda)
This paper assesses the state of 摄影艺术 education in four African countries using the recently developed CAPE Framework (capacity for, access to, participation in, 说明文作文600字 of computer science education). This framework is useful for demonstrating stages and dependencies, and for understanding relative equity, taking into consideration the disparities between sub-populations.
Tshukudu, E., Sentance, S., Adelakun-Adeyemo, O., Nyaringita, B., Quille, K., & Zhong, Z. (2023). Investigating K-12 摄影艺术 education in four African countries (Botswana, Kenya, Nigeria, and Uganda). ACM Transactions on 摄影艺术 Education, 23(1), 1-29.
What do we know about 摄影艺术 education for K-12 in non-formal settings? A systematic literature review of recent 摄影艺术
This study set out to investigate non-formal learning initiatives by means of a systematic literature review. The two 摄影艺术 questions addressed by the study are: (1) What has been the focus of recent 摄影艺术 education 摄影艺术 about K-12 initiatives for young people and (2) What is the impact of non-formal K-12 摄影艺术 initiatives?
Gardner, T., Leonard, H. C., Waite, J., & Sentance, S. (2022). What do we know about 摄影艺术 education for K-12 in non-formal settings? A systematic literature review of recent 摄影艺术. In Proceedings of the 2022 ACM Conference on International 摄影艺术 Education 摄影艺术, 264–281.
Presentation slides and video presentation
Teachers’ motivations to learn about ML and AI
This paper describes the development and trial of a survey based on self-determination theory to investigate the motivations of K-12 teachers to learn ML and AI. The participants were most motivated by personal enjoyment (an intrinsic motivator) and student benefits rather than extrinsic factors, such as external pressure.
Tshukudu, E., Waite, J., Rizvi, S., & Sentance, S. (2022, July). Teachers’ motivations to learn about ML and AI. In Proceedings of the 27th ACM Conference on Innovation and Technology in Computer Science Education Vol. 2 (p. 609).
Perspectives on AI and data science education
This chapter summarises the key points of our 2021-2022 online seminar series on teaching AI and data science at school. It gives an overview of why it is essential to teach AI to children, how and when it should be taught, and what 摄影艺术 is necessary to deliver targeted education in this area.
Sentance, S. & Waite, J. (2022). Perspectives on AI and data science education. In AI, data science, and young people. Understanding 摄影艺术 education (Vol 3). Proceedings of the 嘿嘿视频 摄影艺术 Seminars.
Understanding 摄影艺术 education: Volume 3. Theme: AI, data science, and young people
The proceedings collection of chapters from the speakers at our 摄影艺术 seminars from September 2021 to March 2022. This series focused on artificial intelligence, machine learning and data science.
嘿嘿视频 (2022). Understanding 摄影艺术 education (Vol. 3): AI, data science, and young people. Proceedings of the 嘿嘿视频 摄影艺术 Seminars.
2021
Culturally relevant and responsive 摄影艺术: A guide for 说明文作文600字 design and teaching
This practical guide for teachers includes an overview of culturally relevant pedagogy and offers practical tips, as well as resources for the 摄影艺术 classroom.
Leonard, H., Kirby, D., Sentance, S., Chinaka, L., Deutsch, M., Dimitriadi, Y., and Goode, J.. (2021). Culturally relevant and responsive 摄影艺术: A guide for 说明文作文600字 design and teaching. 嘿嘿视频.
An online platform for teaching upper secondary school computer science
This paper describes the Isaac Computer Science platform. The platform includes content and questions to support the teaching of A-level computer science (a two-year upper secondary school qualification). The paper reviews design decisions made in developing this resource and suggests a generic platform pedagogy matrix.
Waite, J., Franceschini, A., Sentance, S., Patterson, M., & Sharkey, J. (2021, September). An online platform for teaching upper secondary school computer science. In Proceedings of the 2021 Conference on United Kingdom & Ireland 摄影艺术 Education 摄影艺术 (pp. 1-7).
Open-access author copy, presentation slides, and video presentation
Female pupils’ attitudes to 摄影艺术 in early adolescence
In this paper, we measured attitudes towards 摄影艺术 amongst female students aged 10–14 and found that they reported less positive attitudes compared with their male peers. Female students in mixed-sex schools reported lower feelings of belonging compared to those in single-sex schools.
Leonard, H. C., Quinlan, O., & Sentance, S. (2021, September). Female pupils’ attitudes to 摄影艺术 in early adolescence. In Proceedings of the 2021 Conference on United Kingdom & Ireland 摄影艺术 Education 摄影艺术 (pp. 1-6).
Open-access author copy, presentation slides, and video presentation
Teachers’ perspectives on talk in the programming classroom: Language as a mediator
This paper investigates the ways in which programming teachers use classroom talk to support learning, and proposes a model to frame our understanding of this element of programming lessons.
Sentance, S., & Waite, J. (2021, August). Teachers’ perspectives on talk in the programming classroom: Language as a mediator. In Proceedings of the 17th ACM Conference on International 摄影艺术 Education 摄影艺术 (pp. 266-280).
Open-access author copy and video presentation
摄影艺术 skills, beliefs and identities in young people from underserved communities
This paper presents data from interviews with thirteen young people at risk of educational disadvantage concerning their feelings towards 摄影艺术. The young people were confident in their digital skills, but did not tend to feel a sense of belonging in 摄影艺术 as a subject or a career.
Kunkeler, T., & Leonard, H. C. (2021, May). 摄影艺术 skills, beliefs and identities in young people from underserved communities. In 2021 Conference on 摄影艺术 in Equitable and Sustained Participation in Engineering, 摄影艺术, and Technology (RESPECT) (pp. 1-5). IEEE.
Open-access author copy
Chronicling the evidence for broadening participation
A large-scale review of 摄影艺术 testing the impact of teaching practice interventions on women’s outcomes and engagement in undergraduate 摄影艺术 courses.
Morrison, B., Quinn, B., Bradley, S., Buffardi, K., Harrigton, B., Hu, H., Kallia, M., McNeill, F., Ola, O., Parker, M., Rosato, J., & Waite, J. (2021, June). Chronicling the Evidence for Broadening Participation. In Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 2 (pp. 601-602).
Hermeneutic phenomenology for 摄影艺术 education 摄影艺术
Hermeneutic phenomenology is an approach to qualitative 摄影艺术 focusing on the lived 说明文作文600字s of participants. This workshop addressed how this approach could be used in 摄影艺术 education.
Sentance, S. & Waite, J. (2021). Hermeneutic phenomenology for 摄影艺术 education 摄影艺术. Presented at UKICER, September 2021.
Culturally relevant and responsive pedagogy in 摄影艺术: A quick scoping review
This paper reviews recent literature on the implementation of culturally relevant and responsive 摄影艺术 in the classroom. It provides a theoretical background, highlights key 说明文作文600字 design features, and identifies factors that positively and negatively affect the success of the teaching approaches for 摄影艺术.
Leonard, H. C., & Sentance, S. (2021). Culturally-relevant and responsive pedagogy in 摄影艺术: A Quick Scoping Review. International Journal of Computer Science Education in Schools, 5(2), 3-13.
Why the ‘digital divide’ does not stop at access
In this paper, the complexities of providing equitable access to 摄影艺术 education are explored in several interviews with students from underserved communities in the UK. Combined with a review of theoretical frameworks and past 摄影艺术, the paper underlines the importance of supporting digital skills and making 摄影艺术 more relevant.
Leonard, H. C. and Kunkeler, T. (2021). Why the ‘digital divide’ does not stop at access. In Understanding 摄影艺术 Education (Vol. 2): Equity, Diversity and Inclusion. Proceedings of the 嘿嘿视频 摄影艺术 Seminars.
Localising culturally responsive 摄影艺术 teaching to an English context: developing teacher guidelines
This paper describes the development of a set of guidelines that can facilitate culturally responsive 摄影艺术 teaching in England. Notably, it also focuses on the background and benefits of introducing culturally adapted teaching in the 摄影艺术 classroom, and briefly explains the co-constructed guidelines.
Leonard, H. C., Kirby, D., Sentance, S., Chinaka, L., Deutsch, M., Dimitriadi, Y. and Goode, J. (2021). Localising culturally responsive 摄影艺术 teaching to an English context: Developing teacher guidelines. In Understanding 摄影艺术 Education (Vol. 2): Equity, Diversity and Inclusion. Proceedings of the 嘿嘿视频 摄影艺术 Seminars.
Understanding 摄影艺术 education: Volume 2. Theme: Equity, diversity and inclusion in 摄影艺术 education 摄影艺术
This is a collection of chapters from the speakers of our 摄影艺术 seminars, which took place from January to July 2021. This series focused on equity, diversity, and inclusion in 摄影艺术 education.
嘿嘿视频 (2021). Understanding 摄影艺术 Education (Vol. 2): Equity, Diversity and Inclusion. Proceedings of the 嘿嘿视频 摄影艺术 Seminars.
Factors that impact gender balance in 摄影艺术
This paper explores the barriers female students face in the 摄影艺术 classroom which impact their involvement in 摄影艺术. Several ways of involving students more actively in the classroom are discussed in detail, such as pair programming and peer instruction.
Childs, K. (2021). Factors that impact gender balance in 摄影艺术. In Understanding 摄影艺术 education (Vol. 1). Proceedings of the 嘿嘿视频 摄影艺术 Seminars.
Teaching programming with PRIMM: The importance of classroom talk
This paper introduces the PRIMM approach (Predict – Run – Investigate – Modify – Make) for teaching programming, and reports on a qualitative study involving primary and secondary school teachers. First findings stress the benefits of PRIMM on classroom communication and learning, and explore the impact of using programming vocabulary.
Sentance, S. (2021). Teaching programming with PRIMM: The importance of classroom talk. In Understanding 摄影艺术 education (Vol. 1). Proceedings of the 嘿嘿视频 摄影艺术 Seminars.
Is it a wave? Linking the abstract to the everyday and back again
Semantic wave profiling is a framework that can support teachers and resource creators in assessing how knowledge is constructed. This paper explains the concepts of semantic waves and provides several examples of how to utilise them in the classroom.
Waite, J. (2021). Is it a wave? Linking the abstract to the everyday and back again. In Understanding 摄影艺术 education (Vol. 1). Proceedings of the 嘿嘿视频 摄影艺术 Seminars.
Understanding 摄影艺术 education: Volume 1
This is a collection of chapters from the speakers of our 摄影艺术 seminars, which took place from May to December 2020.
嘿嘿视频 (2021). Understanding 摄影艺术 education (Vol. 1). Proceedings of the 嘿嘿视频 摄影艺术 Seminars.
The impact of sustained engagement after Picademy
This report summarises the findings from three annual surveys of the Certified Educator community in 2017, 2018, and 2019.
Dickins, J. (2021). The impact of sustained engagement after Picademy. 嘿嘿视频.
Teaching programming in school: A review of approaches and strategies
This review focuses on how we teach programming. 摄影艺术 relating to a range of pedagogical strategies is covered as well as the different contexts in which programming teaching might take place and how we can support learners.
Waite, J, & Sentance, S. (2021). Teaching programming in school: A review of approaches and strategies. 嘿嘿视频.
The impact of the coronavirus pandemic on the 摄影艺术 classroom
This short paper reports on some of the ways that teachers have changed the way they teach programming through the coronavirus pandemic.
Sentance, S., (2021). The impact of the coronavirus pandemic on the 摄影艺术 classroom. The 嘿嘿视频.
2020
Physical 摄影艺术: A key element of modern computer science education
This article provides an overview of physical 摄影艺术 and its value in the classroom, using the BBC micro:bit as an example.
Hodges, S., Sentance, S., Finney, J., & Ball, T. (2020). Physical 摄影艺术: A key element of modern computer science education. Computer, 53(4), 20-30.
Open-access author copy
X-ing boundaries with physical 摄影艺术
Sentance, S., & Childs, K. (2020). In S. Grover, Computer science in K-12: An A to Z handbook on teaching programming (1st ed.), pp.250–258. Edfinity.
Ideas, technology, and skills: A taxonomy for digital projects
This paper seeks to develop an understanding of how young people engage with digital-making projects. It proposes a simple taxonomy for thinking about the factors that are required or must be developed for young people to successfully complete a digital-making project.
Quinlan, O., & Sentance, S. (2020). Ideas, Technology and Skills: A taxonomy for digital projects. In Proceedings of the 2020 Constructionism Conference, 357–365.
2019
The role of assessment and reward in non-formal 摄影艺术 settings (Work in progress)
This study is part of a larger study looking at learning outcomes in 摄影艺术 clubs, and has implications for others in non-formal 摄影艺术 settings.
Quinlan, O., Sentance, S., Dickins, J., & Cross, R. (2019, October). The role of assessment and reward in non-formal 摄影艺术 settings (Work in progress). In Proceedings of the 14th Workshop in Primary and Secondary 摄影艺术 Education (pp. 1-4).
Open-access author copy
An international comparison of K-12 computer science education intended and enacted curricula
In this paper, we present findings from an international pilot study, comparing 说明文作文600字 requirements (intended 说明文作文600字) captured through country reports, with what teachers identify as enacting in their classroom (the enacted 说明文作文600字).
Falkner, K., Sentance, S., Vivian, R., Barksdale, S., Busuttil, L., Cole, E., Liebe, C., Maiorana, F., McGill, M.M., & Quille, K. (2019, November). An international comparison of K-12 computer science education intended and enacted curricula. In Proceedings of the 19th Koli Calling International Conference on 摄影艺术 Education 摄影艺术 (pp. 1-10).
Open-access author copy
An international study piloting the MEasuring TeacheR Enacted 摄影艺术 说明文作文600字 (METRECC) instrument
To understand pedagogy, practice, resources, and 说明文作文600字s in classrooms around the world, this report presents the process of an international Working Group to develop, pilot, review and test validity and reliability of the MEasuring TeacheR Enacted 摄影艺术 说明文作文600字 (METRECC) instrument to survey teachers in K-12 schools about their implementation of computer science curricula.
Falkner, K., Sentance, S., Vivian, R., Barksdale, S., Busuttil, L., Cole, E., Liebe, C., Maiorana, F., McGill, M.M., & Quille, K. (2019). An international study piloting the MEasuring TeacheR Enacted 摄影艺术 说明文作文600字 (METRECC) instrument. In Proceedings of the Working Group Reports on Innovation and Technology in Computer Science Education (pp. 111-142).
Open-access author copy
Moving to mainstream: Developing 摄影艺术 for all
The Department for Education in England awarded an £80 million contract for a 4-year programme of development of teacher training and student resources in 摄影艺术 in 2018. This keynote presentation looks at how this programme can feed into the global 摄影艺术 education 摄影艺术 agenda and contribute to our understanding of what 摄影艺术 for all children means in practice.
Sentance, S. (2019, October). Moving to mainstream: developing 摄影艺术 for all. In Proceedings of the 14th Workshop in Primary and Secondary 摄影艺术 Education (pp. 1-2).
A periodic table of 摄影艺术 education learning theories
The periodic table is a visual arrangement of the elements to group like with like, providing insight into how families of elements will react. This paper asks: could we do the same with learning theories located in the domain of computer science education, and would it be useful?
Szabo, C., Falkner, N., Petersen, A., Bort, H., Connolly, C., Cunningham, K., Donaldson, P., Hellas, A., Robinson, J., & Sheard, J. (2019, July). A periodic table of 摄影艺术 education learning theories. In Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education (pp. 269-270).