Strong, equitable research practice partnerships (RPPs) center both researcher and practitioner perspectives and priorities. These RPPs facilitate rigorous, relevant research that practitioners can use to improve program implementation. Our project, The Maker Partnership, is an RPP focused on building knowledge about how to help elementary level teachers integrate computer science (CS) and computational thinking (CT) into their regular science classes using maker pedagogy. In this experience report, we use the Henrich et al. framework to assess the Maker Partnership's effectiveness along five dimensions and share practical advice and lessons learned. This paper contributes to the CS and RPP literature by providing insight into how an RPP can address critical problems of practice in computer science education.
|Title of host publication||2021 Research on Equity and Sustained Participation in Engineering, Computing, and Technology, RESPECT 2021 - Conference Proceedings|
|Editors||Christina Gardner-McCune, Siobahn Day Grady, Yerika Jimenez, Jean J. Ryoo, Rafi Santo, Jamie Payton|
|State||Published - 2021|
|Event||2021 Research on Equity and Sustained Participation in Engineering, Computing, and Technology, RESPECT 2021 - Virtual, Online, United States|
Duration: May 23 2021 → May 27 2021
|Name||2021 Research on Equity and Sustained Participation in Engineering, Computing, and Technology, RESPECT 2021 - Conference Proceedings|
|Conference||2021 Research on Equity and Sustained Participation in Engineering, Computing, and Technology, RESPECT 2021|
|Period||5/23/21 → 5/27/21|
Bibliographical noteFunding Information:
This work is supported by a grant from the National Science Foundation (Award #1742320).
© 2021 IEEE.
- CS/CT integration
- Research Practice Partnership
- elementary level
- maker pedagogy
- teacher capacity building
ASJC Scopus subject areas
- Sociology and Political Science
- Computer Science (miscellaneous)
- Engineering (miscellaneous)