Equity, accessibility and action: supporting diverse learners in K-12 computer science education

Lash, Todd Alan

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https://hdl.handle.net/2142/113864 Copy

Description

Title

Equity, accessibility and action: supporting diverse learners in K-12 computer science education

Author(s)

Lash, Todd Alan

Issue Date

2021-12-03

Director of Research (if dissertation) or Advisor (if thesis)

Israel, Maya

Doctoral Committee Chair(s)

Meadan-Kaplansky, Hedda

Committee Member(s)

• McCarthey, Sarah
• Tissenbaum, Michael

Department of Study

Special Education

Discipline

Special Education

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Computer science
• equity
• special education

Abstract

Computer science impacts our lives every day in a multitude of ways. Despite its ubiquity and power to shape the world, the computer science education community continues to struggle with issues of equity. Problems of access, opportunity, influence and achievement are pervasive and while a handful of scholars have investigated specific approaches to improving equity in computer science education, little research has been done to study the beliefs and practices of teachers in the field across all grade levels and from varied locales. Using a basic qualitative approach, this study examined how 10 teachers selected for an equity-oriented fellowship conceptualized equity in computer science education and used a wide assortment of strategies to create equitable access and outcomes for diverse learners both within and beyond their classrooms. To achieve a deeper understanding, fellowship data was analyzed and compared across all fellows and multiple data types for similarities and differences. Implications for research, and practice are discussed.

Graduation Semester

2021-12

Type of Resource

Thesis

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http://hdl.handle.net/2142/113864

Copyright and License Information

Copyright 2021 Todd Lash

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