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Corresponding Author

Kenneth Alonzo Anderson, Howard University, School of Education, Department of Curriculum & Instruction, 2441 4th St. NW, Washington, DC 20059. Email: kenneth.anderson@howard.edu

Funder Name

National Science Foundation

Funder or Grant ID

1240822

Abstract

In this article, we use evidence to describe seven key lessons from a four-year district-wide computer science implementation project between Howard University and the District of Columbia Public Schools. These lessons are: (a) Get to know the school counselors (and other key personnel); (b) Expect personnel changes and strategic reorganization within school districts; (c) Be innovative to build and maintain community; (d) Be flexible when developing instruments and curricula; (e) Maintain a firm commitment to equity; (f) Develop tiered content and prepare to make philosophical adjustments; and (g) Identify markers of sustainability. We also include original curricula materials including the Computer Science Course Evaluation and the Computational Thinking Survey. The seven lessons and curricula materials provided in this study can be used to inform the development of future computer science researcher-practitioner partnerships.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

DOI

10.26716/jcsi.2018.01.1.2

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