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Baseball News & Announcements
FORMER TASO EXECUTIVE DIRECTOR JIM BLACKWOOD DIES
A profound loss in the officiating community: former TASO Executive Director. national replay director and WAC/Southland conference supervisor Jim Blackwood has passed away.
Jim Blackwood, a longtime college coordinator of officials and one of the innovators of the use of replay in college football, has died at the age of 81 after a brief illness.
A giant in the officiating world and a mentor to many officials, Blackwood was most recently the national replay director, a position established by College Football Officiating which he was the first to hold. CFO is an umbrella entity created in 2008 to coordinate officiating at the FBS and FCS level with support for Divisions II and III and is independent of the NCAA. He retired after the 2017 season.
"Friendship is one of the most important things we have in life," said Bill Carollo, coordinator of Big Ten football officiating and the College Officiating Consortium. "We lost a great friend who has dedicated his life to his family and football. Jim invested over 50 years in making the game of football better."
Blackwood served as a conference head of officiating for 25 years at the Division I level, including 14 years in the Western Athletic Conference and 11 in the Southland Conference. He succeeded Tony Corrente as the interim officiating supervisor of the Pac‑12 Conference in 2014, where he served as the replay coordinator. He received the Dave Parry Award in 2013, which recognizes officiating coordinators at all levels — FBS through Division III — who have made a significant contribution through education and training officials and a lifetime dedication to the improvement of officiating. The award is presented by the CFO and named in memory of the Big Ten and national coordinator and NFL official.
Blackwood also worked in the NFL as a replay official when the league reinstated replay reviews under the current challenge system. Dean Blandino, who would rise to the senior vice president of officiating in the NFL, worked in the formative years of replay operations. He shared that, while others bristled at the fact that a junior staffer was telling them what to do, Blackwood was receptive.
Blandino is now the CFO national replay director, succeeding Blackwood.
Blackwood was one of the early proponents of incorporating replay in college football, although the WAC was delayed in their implementation for two years because not all conference games were televised. After the conference withdrew from football in 2012, he joined the Pac‑12 and became the preeminent voice particularly on replay mechanics.
"Jim was instrumental in my development in officiating as he was for countless others," Blandino said. "I can't think of another person who was as universally respected, and even more importantly loved, within the officiating community as Jim. He was a legend within the officiating community, but an even better person. I'll miss him dearly."
Matt Sumstine, a former WAC official and current NFL replay official, shared fond memories of Blackwood, and underscored Blackwood's ability to mentor.
Carollo, who was a referee in the NFL the same time Blackwood was a replay official, also saw the impact he had on developing officials. "Jim was a selfless individual and his integrity was beyond reproach," he said. "We will miss the officiating icon that Jim was but we will never forget the impact he has made on the thousands of officials he trained and mentored."
He adds, "As an NCAA official, a Division I coordinator, an NFL replay official, our first ever CFO national replay director, and the recipient of the David Parry Award, he clearly has done it all. It is not an overstatement that Jim did it for the good of the game and never for himself."
Raised in North Little Rock, Ark., Blackwood graduated Ouachita Baptist University in 1961 with a degree in mathematics. He was a referee in the Southland Conference for 14 years before becoming the conference's coordinator in 1989. In 1999, he became the officiating coordinator in the WAC, after Mike Pereira left that position to join the NFL. He also worked concurrently as an NFL replay official from 1999 to 2008. The WAC withdrew from football after the 2011 season, and he joined the Pac‑12 as its replay supervisor shortly after that. He was the national director of replay in the CFO from 2016 through 2017. He resided in the Dallas‑Fort Worth area, and is survived by his wife, Deanna.
Source: Football Zebras
BASEBALL & SOFTBALL ANNUAL MEETING
The TASO Baseball and Softball Divisions will hold their 2022‑2023 Annual Meeting on January 7, 2023. The meeting location will ...
UIL STATE BASEBALL TOURNAMENT UMPIRES
Congratulations to the umpires assigned to the 2022 UIL Baseball State Tournament. State Semi‑Final Umpires: Abilene Austin Belton‑Temple Brush Country ...
"THANK YOU" FROM TAPPS
Bryan Bunselmeyer sends a special "Thank You" to all TASO members. VIEW VIDEO
KELLY DINE COVERS ALL THE BASES
By John Torsiello from Referee The year 2020 was, well, not a great one for many people. But at least ...


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Dog Keeps Owner Alive Through Week-Long Ordeal
by Charlotte LoBuono
A faithful and highly resourceful dog named Libby recently saved the life of her human companion after he became trapped in his bathtub.
Barry Ashworth, who has multiple sclerosis and is confined to a wheelchair, slipped and fell while taking a shower in his Colorado home.
Ashworth was unable to lift himself up because he fell with his head at the opposite end of the tub from where safety handles had been installed for this type of accident.
Libby, a Labrador retriever mix who lives with Ashworth as a service dog, realized there was a problem and quickly brought him his phone - but it was not charged. Meanwhile, Ashworth was slipping in and out of consciousness.
Libby licked Ashworth's face to keep his attention, and tapped her paws on the floor to try to keep him awake. Ashworth later said that one of Libby's goals was to hear him laugh.
As the hours passed, and then the days, Ashworth began to panic. He thought he was going to die. But Libby was constantly at his side, keeping up his morale, he said.
"The whole time I was laying in the tub, she played little games with me to keep my spirits up," Ashworth said.
Libby's and Ashworth's ordeal lasted for an entire week.
Finally, seven days after Ashworth had become trapped, Julie Johnson, a bus driver who had an appointment to take him to his weekly doctorate class, arrived to find the front door open and the screen door locked.
After neighbors told her there had been no sign of Ashworth recently, she called 911, then managed to get herself into the house by reaching through the doggie flap in the back door and unlocking the bolt.
She found Ashworth still lying in the tub, barely coherent and extremely weak from lack of food and water.
Ashworth was taken to hospital, where he recovered from his ordeal. His loyal and life-saving canine companion was allowed to remain with him in his hospital room during his five-week stay.

redpajama_set_name: RedPajamaCommonCrawl


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Cara Delevingne says sexuality struggles led to her feeling suicidal
·Contributor
17 March 2021, 6:11 am ·2-min read
Watch: Cara Delevingne struggled with sexuality when she realised she wasn't straight
Cara Delevingne has said she experienced suicidal thoughts while struggling with her sexuality.
The 28-year-old model and actor, who has previously dated actor Ashley Benson and musician St Vincent, said she was "probably quite homophobic" growing up.
She told Gwyneth Paltrow on The Goop Podcast that she grew up in an "old-fashioned household", adding: "I didn't know anyone who was gay.
Cara Delevingne has opened up about her mental health struggles. (ABC via Getty Images)
Read more: Top Gear star Sabine Schmitz dies aged 51
"I didn't know that was a thing and actually I think growing up I wasn't knowledgeable of the fact that I was probably quite homophobic."
Cara Delevingne and Ashley Benson at a Boss fashion show in February 2020 in Milan, Italy. (Stefania D'Alessandro/Getty Images)
On the idea of a same-sex relationship, she said: "I was like, 'Oh my god, I would never, that's disgusting, ugh.'"
Delevingne went on: "I do correlate the massive depression and the suicidal moments of my life because I was so ashamed of ever being that. But, actually, that was the part of me that I love so much and accept."
The Carnival Row star said she was still coming to terms with her sexuality as she shared: "There is still a part of me where I'm like, 'Oh, I wish I could just be straight.' There is still that side to it. It is really complicated."
Delevingne and Benson split last year after almost two years together. Shortly after they were said to have parted ways, Delevingne stepped in to defend her Pretty Little Liars star ex after she was reportedly spotted kissing rapper G-Eazy.
Cara Delevingne attends the Dior show during Paris Fashion Week in February 2020. (Dominique Charriau/WireImage)
"It's more important now than ever to spread love, not hate," she wrote on Instagram.
Read more: Patsy Palmer storms off GMB interview
"To everyone hating on @ashleybenson please stop. You don't know the truth, only her and I do and that's exactly how it should be."
It was reported earlier this year that Benson and G-Eazy, real name Gerald Gillum, had called time on their relationship.
For confidential emotional support at times of distress, contact The Samaritans at any time by calling 116 123 or emailing jo@samaritans.org.
With additional reporting by PA.
Watch: Cara Delevingne and Kaia Gerber have matching tattoos
Major airline cancels 'popular' transatlantic services to Scottish airport
The airline cited factors such as staffing levels across the industry and inflation for the move.
Ukraine war a 'massive wakeup call' for British Army, say veterans and experts
Rishi Suna has come under fire from veterans and members of his own party after a US general said the army could no longer defend the UK
Stupendous Surplus Hub - Grace Cater, Beal Sixth Form
Everyone knows about food banks in their local area helping to tackle hunger and help families in need, but have you ever heard of a community surplus hub? The man who runs this amazing scheme is Pesh Kapashiawara, the Chair of Trustees. With regular food banks, you need to get a reference letter from an official organisation such as a school, GP, social worker, etc. You will also be assessed alongside your full financial history/details for them to see if you're in need of assistance.
Worker missing from North Sea oil platform named by police
Officers are investigating after Jason Thomas, 50, from Wales, went missing from the rig in the North Sea.
Israel Adesanya vs Alex Pereira title rematch confirmed for UFC 287
Pereira replicated his kickboxing wins against Adesanya in November, stopping 'The Last Stylebender' to win UFC gold
Govt: We want to halve inflation, unions want to fuel it
The education secretary says "we want to halve inflation, they want to have rises that will fuel inflation" after talks with teachers union NEU failed to avoid strike action planned for Wednesday. Gillian Keegan also rejects the union's claim that strikes are a last resort, calling it "really disappointing". .
Covid-19 pandemic has entered a 'transition point,' WHO announces
WHO Says COVID-19, Pandemic Has Reached , a 'Transition Point".On January 30, the World Health Organization (WHO) said that while COVID-19 remains a public health emergency, the pandemic has reached a "transition point.".On January 30, the World Health Organization (WHO) said that while COVID-19 remains a public health emergency, the pandemic has reached a "transition point.".ABC reports that the WHO said that its International Regulations Emergency Committee had met on January 27 to analyze data on the current state of the pandemic. .According to a statement, WHO Director-General Dr. Tedros Adhanom Ghebreyesus, "acknowledges the Committee's views that the COVID-19 pandemic is probably at a transition point.".According to a statement, WHO Director-General Dr. Tedros Adhanom Ghebreyesus, "acknowledges the Committee's views that the COVID-19 pandemic is probably at a transition point.".The statement continues to say that the WHO , "appreciates the advice of the Committee to navigate this transition carefully and mitigate the potential negative consequences.".ABC spoke with Dr. John Brownstein, an epidemiologist and chief innovation officer at Boston Children's Hospital, to weigh in on the WHO's announcement.What we have to remember is the pandemic won't end on a given day. , Dr. John Brownstein, an epidemiologist and chief innovation officer at Boston Children's Hospital, via ABC.The metrics around cases, hospitalizations and deaths are painting a more optimistic picture and we're seeing more countries getting out of this acute phase, Dr. John Brownstein, an epidemiologist and chief innovation officer at Boston Children's Hospital, via ABC.However, Brownstein also cautioned that the threat of COVID remains very real, with deaths from COVID still twice as high as those from the flu. .While speaking at the WHO meeting, Tedros encouraged more countries to increase testing and use antivirals early on those who test positive for COVID.While speaking at the WHO meeting, Tedros encouraged more countries to increase testing and use antivirals early on those who test positive for COVID
Priscilla Presley is contesting daughter Lisa Marie Presley's will
Elvis' only daughter, Lisa Marie, died aged 54 this year. Now her mother is questioning the validity of documents regarding her estate.
Children's home planned for Herefordshire castle estate
A building in the grounds of a Herefordshire castle could become a children's home if a new plan is successful.
Who are the runners and riders to replace Nadhim Zahawi as Conservative Party chair?
Speculation is growing about who will replace Nadhim Zahawi as Conservative Party chair after he was sacked over his tax affairs. Rishi Sunak is under pressure to pick the right candidate as he struggles to draw a line under 'Tory sleaze' allegations - despite vowing to turn over a new leaf when he became prime minister. Allies of Boris Johnson have already touted him as a potential successor, but there are others who are calling for someone who can create a "positive headline" to help turn around the party's fortunes in the polls.


4-stjärnigtTill förmån för våra kunder har vi angett ett betyg baserat på vårt stjärngraderingssystem.
Boendet erbjuder muslimska gäster bekvämligheter på begäran. Kontakta boendet i förväg med kontaktuppgifterna i bokningsbekräftelsen.
Fräscht hotell nära tunnelbanan. Lätt att ta sig till alla områden. 24-timmars 7-eleven precis utanför dörren. Stort e-mart på gångavstånd. Trevlig personal. . .
Great Service & Breakfast, Clean, Safe. Love it.
This is always an amazing place to stay.
First off, location is amazing. The nearby Gongduk metro station intersects with many different metro lines. It's also very convenient to have a 7/11 right beside the hotel. I wasn't too happy with the cleanliness of the rooms, however. Especially with the bathroom. There were dirt in the grout between the tiles on the ground of the shower stall and bathroom. There was also soap scum on the soap tray inside the shower stall. There was a used q-tip by the extra toilet roll that's on the floor. I stayed there for 3 nights and that was never cleaned the entire time. I mentioned all of this to the front desk and came back to find no change in the q-tip/dirt on tiles/ soap scum on soap tray. Called front desk again and they gave me a different but identical room. Tiles were cleaner but soap tray also had scum and a tiny spec of dried soap left by the previous visitor. I rinsed it with the shower head and it came off the tray. Which made me question how the bathrooms are cleaned in the first place. does housekeeping do the minimum when it comes to cleaning the bathrooms and not even bother with rinsing the shower stalls? overall, amenities are good, i love the Shilla brand and had a great stay at the Seocho location 2 yrs ago. But, this Mapo location left me with a sour taste of the brand.
** Extremely Disappointed** Stayed for 3 nights, we wanted to leave so badly on our first night already! Room was tidy but very dirty. There were some flying insects in the room, everywhere was so dusty and you could tell it hasn't been used for a while, a long while in fact, you could see a layer of dust on everything. Bed sheets was dirty with a red stain on it, no change on the next day, that's not acceptable at all as a hotel standard. No refill of the toiletries. Room temperature was way too hot, 27 degrees and it's centralised (?!), it's winter (in March??) so the heater is still on, and air-con cannot be switched as it's fixed, which made the room became an oven, air circulation in room or In bathroom was extremely bad. Surely I WILL NOT recommend anyone to stay over due to the quality is not up to standard. Only good thing is location is close to Metro station and airport bus stop.
Hotel suited my needs, comfortable place to stay, near a really good station, on the line to the airport. Little shop downstairs, Starbucks and other coffee shops nearby. Staff were really helpful when I asked for directions and information. Road was a little noisy, if you're a light sleeper, might pay to ask for a room not above the road. Room clean and tidy. Stayed over Christmas 2018.


Kindly Download Question Paper from this link.
Kindly print the test paper on quality paper, write answers and scan your answer-sheet in good quality resolution. The scanned answer-sheet can be submitted to GKToday via email at gktoday.mains[at] gmail.com as a single PDF document. You can also put your answer sheet in Google Drive / Dropbox and share the link at above email address.
Please submit your answer-sheet as a single PDF document. Please refer this to understand how to club scanned images into a single pdf.


11/12/10 - A Mexican Reader Objects To Peter Brimelow's Proposal To Seize "Smuggle Island"
I'm writing because I think this would be a great case to connect with the argument against birthright citizenship. Anwar al-Awlaki may be an American on paper because of his birthplace, but his culture and his patriotism are the furthest from it, and the justice department is really targeting what I would call an American. However it's true that the right to assassinate this man would then spill over legally into the right to assassinating "real" Americans. I'm hoping another writer on VDARE.com can take this point and fly with it.
James Fulford writes: Anwar al-Awlaki has been mentioned by three writers on VDARE.com—Pat Buchanan, Steve Sailer, and me. I mentioned him as an example of home-grown terrorists who aren't that homegrown—"Anwar al-Awlaki, born in Las Cruces when his Yemeni father was a foreign student, now based in Yemen."
He's been connected to the Fort Hood Massacre, and the Underpants Bomber, and would be no loss to society, either American, or Yemeni. That doesn't, however, mean that the Obama administration can be trusted with this kind of power.


Allow yourself to be immersed into another world with the GOMAX Max Play 7. With the 7 Inch display screen, your viewing experience will be more amplified, making things a lot more enjoyable, be it work or entertainment.
When you're working on the go, space matters. At only 9.9 mm thick, the Max Play 7 is just simply portable and easy to carry it around with you. It is the perfect companion to accompany you during your travels.
The high-resolution display on the May Play 7 brings you amazing details and vivid colors, revolutionizing the way you experience the world through your tablet.


Seventeen men contested the Stableford Competition on Saturday. With cooler but still sunny weather and the course in great shape, JohnTanner(19) took out the event with a fine 38 points. Second on CB was Brendan Chenhall(14) from Alan Pell(12) with 37 points. Fourth with 34 points was Bill Dredge(20). There was no NTP on the 14th and Kevin Coghlan took out the Club Award.
Next weekend there is no golf at Yea due to the Races but interested golfers can play in a 4Ball event on Saturday at Seymour GC, hit-off at 9:30am.


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Q: FB.init() callback stopped been called I know that there are similar question, but I think that my situation might be different.
I have two facebook applications. One is for develop - it works in sandbox mode and works with localhost. The other one is for production, with the sandbox mode off and an active ssl.
I haven't used develop app for some time, and now I've found that FB.init() is not called anymore. However, in Google Chrome browser everything works fine, and production server works in all browsers. What can be the reason of this problem? Did Facebook got some king of update or something like that? Maybe it stopped to work because develop app needs SSL too?

A: Took me some time, but I figured it out. Now to use your develop non ssl applications on facebook, first you have to go into Security tab in facebook account settings and set Secure Browsing to disabled.
What I can't understand, why I haven't got any notification from facebook about this issue? If there was some kind of notification, then it was too hidden.

redpajama_set_name: RedPajamaStackExchange


7. Documentary Film Sound person?
8. O Bruno, Bruno, wherefore art thou Bruno?
11. Hey Film Buffs... anyone know if "Choi Voi" will be shown in Hanoi?
14. shhhhh.....the movie is on.
Does anyone know if you can get colour slide film processed here?
17. Bamboo Forest near Hanoi?


I'm super excited once again to be releasing another awesome update. These new features are now available for you to use.
It's finally here! The tournament system allows you to host your own single and double elimination tournaments. Features include sign up sheet, full moderation controls and sign up fees, payments processed by PayPal. See the video!
An awesome new feature that lets you sell rank upgrades to your members. If you want your members to pay for access to parts of your site then this is a fully automated way to charge and upgrade your member accounts. Recurring payments have been integrated too!
Talk instantly with multiple members at the same time. Create as many chat rooms as you like and restrict access to each member using rank controls.
Over 20 new features & 10 new themes!
"iClan Websites has jumped forwards in strides... they are excellent at what they do"
Ladies and gentlemen, I am happy to announce yet another important update bringing you over 20 new features & improvements plus 10 new themes!
Stay up to date with activity popups! When another member performs any action such as posting or logging in, all other members are notified with a tiny popup allowing you to like or comment their post.
No more BB code needed to make posts! The new text editor allows you and your members to format your posts more easily, changes are updated straight away.
The new member map shows where your members are located around the world.
The new download center simplifies sharing files with your members. Restrict access to your files with passwords and ranks.
The chat box is now resizable giving you customization for different screen sizes.
Thank you everyone for your continued feedback!
TS Viewer, events + mobile site redesign + more!
A really cool slideshow panel feature has been added with nice transition effects. This slideshow uses the very popular Nivo slider.
We've teamed up with our friends at TSviewer.com and integrated the TS3 monitoring service. Easily add your TeamSpeak 3 status panel to your site which displays information such as users online and a list of your channels.
A much needed events page redesign has been pushed out. Snazzy!
Mobile websites have had a nice improvement - mobile sites automatically follow your website theme. Just visit your website on your mobile device!
We're selling super high quality themes, designed by graphics professionals with many years experience. These themes are for those who want something more professional and unique! Unlock each theme for $14.95 or upgrade to Premium++ to unlock them all. Many thanks to all of you have purchased one already!
•et; Moderators can edit posts without having the 'last edit by' message.
•et; Members who you block in the instant chat also get blocked in private messages.
•et; An option to disable birthdays in the events calendar has been added.
•et; When you hover over a member link, a popup will show more details about that member.
•et; Event rank permissions have been added.
•et; Event emails have been added. You will be sent an email reminder a little while before an event starts.
PayPal web payments standard have been integrated into all websites - allowing you to sell anything you like and easily accept payments securely over the internet! This allows you to turn your website into an e-commerce store.
This allows you to create different announcements for different visitors.
A maintenance mode has been added. If you want to work on your site without anyone being logged in, just turn maintenance mode on and only admins will be able to login.
Events have had an improvement. Now you can set a maximum number of attendees to an event, if more people sign up then they will be added to the reserve list. Moderators can remove attendees. Also, you can now specify an end date for events.
Sub-forums have finally been added. When creating a new board for your forum, you have the option to set it as a sub-forum of another forum.
To add your Twitch stream, enter the URL to your Twitch profile inside the BB code tags.
When you write a news post you now have the option of sending a notification to all your members, or just a select few. Also news posts can now be restricted to your members based on rank.
•et; Chat box now used websockets, so messages appear instantly.
•et; You can now customize the instant chat in the theme builder.
•et; Anonymous donations has been added.
•et; Restrictions on private messaging, based on ranks.
•et; Smarter login - you now get redirected to the previous page after logging in if it is possible.
•et; Moderators can now moderate forum polls. They can remove users who've voted and also change the question and answers.
•et; Russian language has been added.
Thanks for all your excellent feedback and keep it coming!
Instant chat messaging, site wide!
Websites have been updated with a new instant chat messaging widget that sits nicely in the corner of your screen. Just click the button to start chatting with your friends! You can talk to multiple friends at the same time and if they go offline, messages will pop up for when they come back online. You can also leave messages to friends who you've recently talked to.
Please post your feedback. Thanks!


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Our members make us what we are.
We represent over 450 games businesses, from large format holders such as Microsoft, Sony and Nintendo and all the biggest global games publishers to promising small start-ups, rising stars and established bigger studios creating some of the best games in the world.
If you're a businesses that makes or sells games in the UK or provides services or support to the UK games industry you can be part of the network.
Why join Ukie?
Sort by A -> ZZ -> A
Aardvark Swift
Author: Leon Cliff
https://aswift.com/
Aardvark Swift is not your average recruitment company. Our passion for the job is evident in everything we do. We excel at finding the right candidates for our partners and we've been doing it for 30 years, developing a huge network of industry contacts and evolving alongside the studios and brands we work with.
Read more about Aardvark Swift
ACM is a specialist provider of creative industries education. Performers, producers, songwriters, artists, technical services personnel, business executives, entrepreneurs and games developers are taught across 3 campuses in Guildford, London and Birmingham.
Read more about ACM
AIM Awards
https://www.aimawards.org.uk/
Apprenticeship End Point Assessment Organisation with a specialist interest in the creative industries. Our flagship qualifications are the Level 3 Diploma and Extended Diploma in Games, Animation and VFX Skills (Tech Level), designed and maintained in partnership with employers across the games, animation and vfx industries. We work closely with The NextGen Skills Academy to support further education centres to deliver the qualifications with input from industry.
Read more about AIM Awards
Amiqus
Author: Ukie admin
https://www.amiqus.com/
We started Amiqus back in 2000, with a mission to take our love of the games industry and combine it with our experience in recruitment to help more people find the right job, at the right time. So armed with bags of enthusiasm, and truck loads of coffee, we got cracking building relationships, creating networks and defining our own unique approach to recruitment.
17 years on and we're pretty chuffed that we're in a position to connect skilled and passionate candidates with the right studios in the gaming industry who share their values and vision.
Read more about Amiqus
http://www.brunel.ac.uk/
Brunel University London is a world-class university based in Uxbridge, West London, and was established in 1966. Our mission has always been to combine academic rigour with the practical, entrepreneurial and imaginative approach pioneered by our namesake Isambard Kingdom Brunel.
Read more about Brunel University London
Bucks College Group
https://www.buckscollegegroup.ac.uk/
UAL Art and Design-Games Design
Read more about Bucks College Group
Cambridge Regional College
http://www.rizinggames.co.uk
UAL Level 3 Diploma/Extended Diploma in Creative Media Production & Technology (Games Development)
Level 3 Games Development at Cambridge Regional College firmly places students on their first steps into the games industry. Learners will gain experience with multiple tools, software and processes in order to learn how to design, develop and publish their very own games.
Read more about Cambridge Regional College
http://www.canterbury.ac.uk
The School of Media, Art and Design at Canterbury Christ Church University is one of the longest-established schools of its kind in the UK and is celebrating its 38th anniversary this year. We offer undergraduate programmes in games design, television, radio, film, digital media, graphic design, photography, journalism, media and communication and public relations; an MA by Research; and PhD research supervision in Media and Cultural Studies and Film Studies. Our programmes integrate theory with practice and creativity with professionalism.
Read more about Canterbury Christ Church University
Code Kingdoms
http://codekingdoms.com/
Code Kingdoms teaches Computer Science and programming in a way that's fun for kids. Kids design their own game levels with real JavaScript code they then share and challenge friends with.
Kids even write the game's code with us. Help us on our journey by playing the test version and providing feedback before we officially launch in December 2014.
Read more about Code Kingdoms
http://www.dmu.ac.uk
De Montfort University (DMU) offers the perfect combination of award-winning teaching, world-class facilities and a fantastic student experience. We are proud to have leapt into the top 50 UK universities with the best employment rates and the top 40 UK universities for student satisfaction.
Based in Leicester, in the heart of England, DMU is a vibrant, multicultural hub of creativity and innovation that never surrenders to convention. We provide a supportive learning environment in which our students are encouraged to hone their skills, be creative and defy the status quo.
Read more about De Montfort University
http://games.soc.napier.ac.uk
BSc (Hons) Games Development
Read more about Edinburgh Napier University
Escape Studios (Person College)
https://www.pearsoncollegelondon.ac.uk/escape-studios.html
We are Europe's premier visual effects academy with 13 years experience in creating world-class, studio-ready talent.
IT'S FOR THE GAME CHANGERS, NOT THE SPECTATORS
At Escape Studios, we offer undergraduate, postgraduate and short courses in Visual Effects (VFX), Game Art, Animation and Motion Graphics.
Read more about Escape Studios (Person College)
Fife College
http://www.fife.ac.uk
Fife College is a Scottish college offering further and higher education courses, located in Fife, Scotland. We have campuses in several locations across Fife, but our games courses are delivered primarily in Glenrothes and Dunfermline. In the games sector, we offer general introductory courses at the further education level, as well as focused courses in game programming, design, and 3D animation, at the higher education level.
Read more about Fife College
Games Britannia
http://www.gamesbritannia.com
Games Britannia is a schools videogame festival aimed at inspiring the next generation of British videogame talent.
The festival is aimed at young people aged between 11 and 18, and a smaller number of children aged from 5 to 11. Through a range of exciting, engaging and educational workshops, lectures and activities we hope to inspire and empower children to become to game designers, coders, musicians and artists of the future.
Read more about Games Britannia
Games Jobs Direct
https://www.gamesjobsdirect.com/
The leading and fastest growing specialist international games jobs board. Games Jobs Direct has been helping studios fill vacancies since 2011 by connecting employers and candidates without the need for intermediaries.
We list vacancies from studios around the world, across all disciplines, and attract thousands of active job seekers on a daily basis.
Read more about Games Jobs Direct
http://www.gold.ac.uk/
Goldsmiths, University of London was founded in 1891, and has been part of the University of London since 1904. We've a rich academic history, but we're also known for our creative approach. From the moment you enrol you'll be part of a powerful legacy of learning.
Read more about Goldsmiths, University of London
LightForge Academy
http://www.lightforgeacademy.com/
LightForge Academy is a new, dedicated learning environment for Games, Film & VFX. We aim to bridge the gap between education and industry through hands-on courses that lead to careers in exciting, dynamic industries. With bases in central London and Doncaster, S.Yorkshire we are perfectly located to shape, develop and guide the creative talent of tomorrow. lightforgeacademy.com
Read more about LightForge Academy
London South Bank University
http://www.lsbu.ac.uk
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According to a new study by Cefrio, French speaking adults in Quebec are accessing news content through traditional outlets at a much higher rate than others. While 63% of people who speak English or another language in the city use the television to catch up with the news, over 72% of French speaking people do the same. However, the biggest difference comes from those who get their updates from the radio, where a full 20% more French-speaking adults use the radio for news than those who speak English or another language. The survey also revealed that those who don't use these traditional methods are far more likely to use Facebook than any other digital format, with 37% of respondents saying they used the social media site for their news updates.


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Between National Brands and Leaders' Brands
Last week British consultancy firm Portland Communications published its yearly Soft Power Index. The Index soon garnered global media attention as France ranked first trouncing America which had to settle for third place. According to Jonathan McClory, author of the Soft Power 30 report, France advanced to the first place thanks, in part, to the election of Emanuel Macron. Similarly, America lost its Soft Power rank due to the election of Donald Trump and his America First foreign policy.
The Soft Power Index further illuminates the relationship between national brands and leaders' brands. Indeed, it is fair to assume that Macron's election contributed to the French national brand in three ways. First, Macron is seen as halting the resurgence of nationalism and right wing politics in France and in Europe. Second, his defeat of Marine Le Penn demonstrated that France remains committed to the values of Liberté, égalité, fraternité and continues to serve as a beacon of democracy. Finally, Macron's support among French youngsters signified that millennials were not as aloof or careless as some pundits had suggested.
Nation branding scholars have also examined the interaction between national brands and leaders' brands. According to such scholarship, national brands and leaders' brands can begin to merge as the qualities of a leader become associated with the qualities of the nation. At its extreme, the leader's brand can eclipse the national brand causing a "Halo Effect".
However, there are also important differences between national brands and leaders' brands. National brands are influenced by numerous factors ranging from a nation's culture to its industrial and military strength, foreign policies, technological innovations, corporate brands and even the attributes associated with its citizens. Moreover, a country's past may be as important to its national brand as its present. Germany, for instance, is commonly associated with auto mechanics, beer gardens and the atrocities of World Wars 2. Notably, national brands take a long time to be formed and a long time to change. This is due to the fact that they are similar to stereotypes- they are mental frameworks that help people make sense of the world around them.
Leaders' brands may be more fickle. A leader can go from being extremely popular to extremely controversial in a short time span. Such was the case with Barak Obama who became increasingly less popular after his historic election in 2008. Similarly, Brazilian President Lola has recently gone from being associated with Brazil's economic growth to being associated with Latin American corruption.
The question that follows is under what conditions are national brands impacted by leaders' brands, and can leaders use digital diplomacy to impact their nation's brand?
Between National and Leaders' Brands
As argued earlier, national brands are influenced by an array of factors and go from being very positive to very negative. Leaders' brands, on the other hand, may rely heavily on one important factor- the extent to which a leader conforms to values and norms that are deemed as desirable by the international community and international audiences. When a leader expresses his commitment to such values he is seen, at the international level, as a positive figure. If a leader refuses to conform to such values he is framed as a negative figure.
An interesting example is the relationship between Brand Iran and Brand Hassan Rouhani. Under the leadership of former President Mahmoud Ahmadinejad Iran was seen as a "rouge nation". Ahmadinejad's fiery rhetoric, repeated verbal attacks to Western counties, denial of the Holocaust and refusal to negotiate over Iran's nuclear program soon influenced Brand Iran. Brand Ahmadinejad became synonymous with Brand Iran and a negative Halo Effect took place.
The election of Hassan Rouhani led to a substantial change in Brand Iran as Rouhani was quick to express a commitment to engaging with the world and ending Iran's isolation. Soon after he was elected the new President launched a charm offensive that included softer rhetoric towards the West, a willingness to negotiate over Iran's nuclear program and an extended arm towards other countries in the region. Brand Iran went from being associated with religious and political zeal to being associated with pragmatism. The more Rouhani seemed to conform to accepted values and norms the more he was able to influence brand Iran until another, positive, Halo Effect took place.
The images below depict the changes to brand Iran under Presidents Ahmadinejad and Rouhani.
Image 1: Ahmadinejad's Negative Halo Effect on Brand Iran
Image 2: Rouhani's Election and the Split between National and Leader's Brand
Image 3: Brand Rouhani and Brand Iran Begin to Merge
Image 4: Rouhani's Positive Halo Effect on Brad Iran
Image 5: Overall Change to Brand Iran following Rouhani's Election
A similar process occurred in Brand America between 2000 and 2012. In the year 2000 Brand America was considered the strongest brand in the world while people knew little about the new American President George W. Bush. However, by 2004 Bush was seen as negating accepted values norms. America's exploits in the Middle East, alongside its refusal to act on climate change, caused people to view America as a greedy, polluting and militaristic empire. By 2005 scholars noted a "Crisis in Brand America" as Bush had a negative Halo Effect on Brand America. These changes are seen in the images below.
Image 6: Election of George W. Bush
Image 7: Bush Begins to Impact Brand America
Image 8: Crisis in Brand America- Bush has Negative Halo Effect
The election of Barack Obama had an immediate effect on Brand America. The young, charismatic and black President was seen as the antithesis to George W. Bush as he promised to withdraw from Iraq, close down Guantanamo Bay, re-engage the Muslim world and lead by diplomacy rather than military might. But by 2011 Brand Obama's impact on Brand America began to falter. The President failed to close down Guantanamo Bay, his withdrawal from Iraq was partial while his support of Arab dictators attracted scrutiny as did America's growing reliance on drone attacks. Eventually, Brand America and Brand Obama detached as the President failed to meet global expectations. This process is seen in the images below.
Image 9: 2008- Brand Obama has Positive Halo Effect on Brand America
Image 10: 2011- Brand Obama and Brand America Separate
The image below offers a few more examples of relationships between national brands and leaders' brands. Brand Merkel, for instance, is contributing to the strength of Brand Germany which is increasingly seen as the next leader of the West following Brexit and Trump's election (note the dotted line which symbolizes Merkel's contribution to Brand Germany). By contrast, Brand Erdogan is having a negative impact on Brand Turkey especially in the new Post Coup reality which has seen purges, restrictions on media outlets and the removal of evolution theory from the school curriculum. While Brand Macron and Brand France may be moving closer together, Brand Putin is having a Halo Effect on Brand Russia which is increasingly seen as a challenger to the West and a destabilizing force given its support of oppressive regimes such as Bashar Assad.
Image 11: Relationships between World Leaders and National Brands
How Digital Diplomacy can help Leaders Influence National Brands
An important question is how can leaders use digital diplomacy to have an impact on their nation's brand? By migrating to social media leaders can create a positive or negative online persona which, in turn, can influence the national brand. Such is the case with India's Narendra Modi who is one of the most followed world leaders on Twitter. Modi's online persona is extremely positive as he is perceived to be using social media to connect with Indians and people all over the world. The PM often interacts with followers, answers questions and even tweets ahead of state visits. Modi also has a smartphone application where he lists his national tasks or policy priorities. Even more importantly, Modi uses social media to brand India as an emerging technological hub. Thus, Modi's positive online persona may be having a positive effect on Brand India which was once associated with democracy, on the one hand, and poverty or colonialism on the other. Modi's possible influence is shown in the image below.
Image 12: Brand India before and after Brand Modi
Another positive example is Justin Trudeau. While Brand Canada has been relatively strong in the past, it is increasingly being associated with the values of acceptance, compassion and multi-culturalism. These changes are, in part, due to the positive social media persona of Prime Minister Trudeau. Whether it's a video in which he explains quantum computing, or his marching in the gay pride parade and greeting Syrian migrants, Trudeau's persona is quickly benefiting Brand Canada. This process is shown in the image below.
Image 13: Brand Canada before and after Brand Trudeau
Importantly, there is a connection between a leader's online persona and his perceived adherence with desired norms and values. As part of his charm offensive, Iranian President Rouhani joined Twitter as did his foreign minister Javad Zarif. This move, which attracted global attention, further depicted Rouhani as a pragmatic leader willing to engage with the world and with criticism. It sparked hopes that Iran would replace its zeal with moderation and would even be willing to ease domestic restrictions on freedom of speech. One should also remember that at the time, social media was seen as a tool for democratization given its role in the Arab Spring. Thus, Rouhani and Zarif were able to associate themselves with the democratic spirit sweeping through the region.
In other words, a leader can use social media to depict his adherence to accepted norms and values thus developing a positive social media persona which can then influence a national brand. Modi's online engagement is an example of such a positive persona. Through his social media use, PM Modi is seen as more open, transparent, engaging and connected. This positive persona suggests that he is adhering with the desire for more open, transparent and engaging diplomacy. Similarly, Trudeau's online persona personifies the values of compassion, liberty and multi-culturalism thus demonstrating his adherence with desired values and norms.
It is fitting to end this post with two examples of Halo Effects caused by social media personas. A positive example is Pope Francis whose online persona has had a positive Halo Effect over Brand Vatican. By addressing issues such as LGBT rights, climate change, the Syrian civil war and the need to aid refugees Pontifex has been able to strengthen Brand Vatican. The, obvious, negative example is Donald Trump. Trump's use of social media for verbal attacks, lies, explosive rhetoric and America First fantasies is having a demonstrative negative impact on Brand America. These two examples are shown in the image below.
Image 14: Positive and Negative Halo Effects of Social Media Personas
America, Arab Spring, Barack Obama, Brand America, Brand Canada, Canada, Digital Diplomacy, George W Bush, Iran, Modi, Nation Branding, Nation Brands Index, Soft Power, soft power index, Twitter
Workshop Summary- Towards Professionalization of #DigitalDiplomacy
Can #DigitalDiplomacy Be Subtle?


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Reading: Lessons Learned from a District-wide Implementation of a Computer Science Initiative in the ...
Lessons Learned from a District-wide Implementation of a Computer Science Initiative in the District of Columbia Public Schools
Kenneth Alonzo Anderson ,
Howard University, US
Legand L. Burge III,
Troy J. Shine,
Marlon Mejias,
UNC Charlotte, US
Ketly Jean-Pierre
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.
Keywords: computer science, high school, computational thinking
How to Cite: Anderson, K.A., Burge III, L.L., Shine, T.J., Mejias, M. and Jean-Pierre, K., 2018. Lessons Learned from a District-wide Implementation of a Computer Science Initiative in the District of Columbia Public Schools. Journal of Computer Science Integration, 1(1), p.2. DOI: http://doi.org/10.26716/jcsi.2018.01.1.2
Published on 28 Aug 2018
In recent years, workforce demand for computer scientists and employees with strong computational skills have increased exponentially. To meet this demand, school districts in the United States have begun increasing their computer science offerings. In addition, the National Science Foundation has launched several initiatives to enhance computer science instruction and computational thinking throughout the United States. Some of these initiatives include the Broadening Participation in Computing Alliance, Computer Science for All, and Computing Education for the 21st Century Programs (National Science Foundation, 2018a; 2018b; 2018c). In this study, we describe lessons learned from a researcher-practitioner partnership (RPP) titled The Partnership for Early Engagement in Computer Science-High School (PEECS-HS), sponsored by the Computing Education for the 21st Century Program. PEECS-HS is a four-year collaboration between two primary partners: Howard University (Departments of Computer Science and Curriculum and Instruction) and the District of Columbia Public Schools (DCPS). Our project included additional critical partners, including Exploring Computer Science, a group dedicated to improving K-12 computer science, and Google, Incorporated.
Computer Science and Computational Thinking
Computer science can be defined as the study of "fundamental properties of information processes, both natural and artificial" (Denning, 2009, p. 6). Computer science principles can be grouped into seven categories: computation, communication, coordination, recollection, automation, evaluation, and design. Moreover, computer science is comprised of four core practices: programming, engineering of systems, modeling, and applying (Denning, 2009). When developing computer scientists, a major aim is for learners to master a major computer science practice, computational thinking. Computational thinking, or the notion of algorithmic, or ordered and precise sequencing to solve a problem, has evolved since the 1950s and 1960s. Broader conceptualizations of computational thinking include problem solving, as well as concepts such as designing systems, understanding human behavior, efficiency, recursive thinking, abstraction, and decomposition of tasks (Wing, 2006). Although computational thinking is not limited to computer science, it is a key focus in computer science education.
K-12 Computer Science Education
In recent years, efforts to expand computer science and computational thinking at the K-12 level in the United States can be attributed to several factors. Some factors include the high financial and social costs of cyber security breaches (Krishan, 2018), large numbers of U.S. based computer scientists who were born abroad (Bound, Braga, & Khanna, 2015), job outlook and salary (Bureau of Labor Statistics, 2018), and the desire for the United States to maintain its global competitiveness (Smith, 2016). In 2016, President Obama launched a Computer Science for All initiative, noting the rapidly expanding computer science field and its critical relationship to the economy. Moreover, estimates have suggested that, in 2015, more than 600,000 high paying technology jobs were unfilled, largely related to a large share of the workforce lacking the appropriate skills to fill vacancies (Smith, 2016).
Great emphasis has been placed on expanding the computer science workforce to include more individuals from traditionally underrepresented communities. In a seminal report published through a partnership between Gallup and Google, Inc., several K-12 key insights and disparities were noted. Using nationally-representative student interview data and comprehensive national survey data of principals and superintendents, the authors found that (a) computer science is valued by students, teachers, parents, and administrators, (b) administrators reported that computer science was not a high priority (relative to other core subjects), (c) disparities in access to technology for many Hispanic students was problematic, and (d) computer science courses in many lower income and Black communities lacked key components (Google Inc. & Gallup Inc., 2015). In a second report, the authors noted that computer science learning opportunities in schools were increasing rapidly, but these the learning opportunities varied widely. Specifically, the authors noted that computer science was offered in the form of clubs or classes in 76% of all the schools and 88% of the high schools (Google Inc. & Gallup Inc., 2016). Additional evidence has shown that computer science offerings are increasing as well. The Education Commission of the States published a policy brief indicating that 20 states have revised traditional graduation requirements (e.g. pre-determined number of courses), to allow computer science to fulfill a graduation requirement (Zinth, 2016). Most states allowed eligible computer science courses to partially fulfill mathematics or science requirements whereas one state allowed eligible computer science courses to meet language requirements.
Researcher-Practitioner Partnerships
As noted in the previous section, computer science education is a critical area of need in the United States. Although computer science offerings are increasing, it is critical to implement computer science in ways that are beneficial to students and other stakeholders. One approach to develop sound computer science education practices is through researcher-practitioner partnerships (RPPs). RPPs have existed for quite some time. In recent years, researchers have provided guidance for defining RPPs to distinguish them from traditional research and traditional School-University partnerships that involve placing student teachers and other pre-service professionals in schools to earn practical experience (Coburn, Penuel, & Geil, 2013). Coburn et al. argue that RPPs differ from traditional research and traditional School-University partnerships in five ways. They assert that RPPs (a) are long-term, (b) focus on problems of practice, (c) are committed to mutualism, (d) use intentional strategies to foster partnerships, and (e) produce original analyses. In addition, the authors note that there are three types of RPPs: research alliances, design research, and networked improvement communities (NIC). Research alliances are long-term partnerships between districts and independent research organizations. Within a research alliance, research questions are negotiated and carried out using feedback loops to improve policy and practice. Design research simultaneously develops and studies solutions in real contexts, usually focusing instructional activities and curricula development. NICs usually consist of clusters of groups (e.g. districts) that work together to improve capability across multiple settings. NICs usually involve trying to identify best practices for scalability. Accordingly, we use the RPP framework of Coburn et al. to describe results and lessons learned from the Computer Science RPP between Howard University and the District of Columbia Public Schools.
About the Partnership
PEECS-HS was formed to introduce a new, introductory course, titled Exploring Computer Science, across DCPS high schools. The curriculum used for the PEECS-HS course is a modified version of the Exploring Computer Science (ECS) curriculum (Goode & Chapman, 2011), originally piloted in the Los Angeles Unified School District. Exploring Computer Science (ECS) emphasizes project-based courses that are designed to prepare high-school students to master computer science fundamentals using real-world, socially-relevant, and interdisciplinary applications. The modified ECS curriculum used in the District of Columbia consists of six units (a) Human-Computer Interaction, (b) Problem-Solving, (c) Web Design, (d) Introduction to Programming, (e) Computing and Data Analysis, and (f) Mobile Applications Development. Major project activities focused on summer and quarterly teacher professional development to address inequity in computer science outcomes, provide technical support with the software applications, support teachers with data analysis, provide in-depth support with the Mobile Applications Unit, and build professional community.
The ECS curriculum was offered in all eight District of Columbia wards (voting districts) and reached 1,851 verified students (See Figures 1, 2). Student participants were primarily enrolled in grades 9–12. In 2016–2017, ECS was offered at a middle school in grades seven and eight. For school years 2013–14, 2014–15, 2015–16, and 2016–17, six DCPS teachers taught ECS in year one, nine taught in year two, nine taught in year three, and thirteen taught in year four, respectively. In addition, a total of 70 DCPS and non-DCPS teachers were trained over the project period.
Enrollment trends over the project period.
Map of ECS coverage in the District of Columbia from 2013–2017 by Ward (voting districts).
Of the three RPP types noted, our work is most consistent with design research. The initial proposal was not set up as an RPP, but we quickly learned that our initially proposed project activities were constantly changing and the project evolved into an RPP. Consistent with the RPP literature, we describe the iterative process that we used to actualize the RPP, lessons learned from the activity, and recommendations for other districts to consider when implementing a computer science program. We organize our results by lessons learned, describing the original research and experiences that we used to frame these lessons. We conclude by providing recommendations for future research.
Lesson 1: Get to know the school counselors (and other key personnel)
Consistent with Coburn et al.'s recommendation, using intentional strategies to foster RPPs is essential. As will be described next, developing essential relationships with key personnel was essential to the success of our RPP. During the planning (for implementation) phase of this project, we began by communicating primarily with the school principals. However, we noticed that some of the principals would regularly invite the school counselors to these meetings. School counselors often play a major role in course scheduling and assigning students to courses. As such, they can forecast enrollments from feeder schools and enroll students into innovative courses. In addition, school counselors often have a strong sense of how course credits can count towards the various academic pathways in high school. For example, whereas computer science is often thought of as a STEM credit, some of the partnering counselors understood the logistical challenges of adding another STEM credit to the curriculum. Yet, they saw opportunities to offer the Exploring Computer Science course as a career and technical education (CTE) credit.
Another benefit of getting to the know school counselors is that they can identify potential implementation challenges of new courses. The ECS course was designed for 50-minute blocks, Monday through Friday. However, many counselors described a host of scheduling patterns. To provide perspective, the various scheduling blocks and wide range of students that were to be accommodated at each school at the beginning of the project are shared in Table one. These data show that the counselor who had to accommodate 175 students into "A" and "B" day schedules likely encountered far greater challenges than the counselor who only had to accommodate 23 students into schedules where the same classes met daily.
Summary of Schedule Types and Enrollment at the Beginning of the Project.
DCPS School
Number of Students Enrolled
School 1 31 Rotating schedule (A-B days)
School 2 23 Daily
School 5 49 Alternate on Monday's, odd, even days
School 6 175 Rotating schedule (A-B days)
Total Initial Enrollment 344
Some of our principals also shared concerns over offering ECS as a full credit course. The inability to work out the credit issues prevented at least one school from joining the project. We discussed several different options, but accommodating ECS through a credit format did not work well for the school at the time. Although our project proposed to offer ECS as a single course throughout the entire school year, the unexpected challenges that we faced and high levels of local control made us realize that more flexibility was necessary to enhance computer science instruction throughout DCPS. Thus, we began operating more like an RPP, than a traditional research project. Reflecting on this situation, we likely could have made accommodations by utilizing a module-infusion approach with existing courses. In cases like these, school counselors (and other personnel) can advocate for creative ways to deliver the content (e.g. half credits and other creative approaches). Our findings regarding the value of school counselors are consistent with Greene and Stewart's (2016) findings in that principals and school counselors are critical to successful collaboration.
Lesson 2: Expect Personnel Changes and Strategic Reorganization within School Districts
A distinguishing component of RPPs is that they are long-term (Coburn, Penuel, & Geil, 2013). Long-term partnerships offer several benefits. However, the long-term nature of RPPs can also be challenging, especially regarding district-level personnel and strategic direction changes. In our case, central office personnel changes caused issues, ranging from minor to major. From a research perspective, we worked with three key personnel in the research division of the central office over the life of the five-year project (including the planning year). These changes were fairly smooth, but usually required additional conference calls and sending detailed emails to provide new staff with overviews, project updates, descriptions of data agreements, and data needs.
In terms of program implementation. Our primary contacts were usually directors or program specialists of divisions (technology, CTE, science) that reported to Assistant Superintendents or some similar reporting structure. These directors played a major role in encouraging teachers to consider teaching computer science courses and recruiting teachers to the professional development sessions. However, over the five-year span (including the planning year), our key contact person changed four times. At times, the transitions were not disruptive, but at times they were. At times ECS was a high priority for some central office personnel and at times, less so. For example, during one of the reorganization periods, new central office specialists were not sure to which STEM sub-discipline to re-assign our project (career, science, or technology). Considering the interdisciplinary nature of computer science, the new central office personnel had multiple conversations about where to assign responsibility for our existing project. In the final phase of the project, we ended up working with multiple specialists across the STEM spectrum.
Leadership changes and reorganization can also lead to a change in program direction. During leadership changes, it is critical to refrain from being offended if an existing project is no longer a top priority. School district needs and resources change and it is important to see how existing projects may fit within new initiatives. For example, DCPS worked with some of its partners to develop an industry certification pathway for computer science. When finalizing the recommended course sequence, our partnering specialist was not able to fit the ECS course into the required course sequence. However, ECS was included as a recommended course. Lesson 2 is also related to Lesson 3.
Lesson 3: Be Innovative to Build and Maintain Community
As shown in the previous section, it is important to build community within RPPs and avoid becoming overly dependent on one or two key personnel. Community allows the project to thrive when personnel changes occur. When the project began, we had great momentum and teachers were excited, especially during the summer professional development sessions. Over time, teacher participation began to drop significantly. Coupling reduced participation with personnel changes led to some concern from our team and seemed to affect the morale of the faithful teachers (and the research team) who regularly participated in the summer and quarterly professional development sessions. To address this, we had to try different strategies to build community. One of the challenges was that many of the teachers taught ECS in isolation. Our efforts to build community through electronic communication and online platforms did not work as planned, so we had to continue to try to build community in other ways. DCPS promotes local control, where school-level (rather than central-level) decision-making is a common operating practice. Thus, when central office personnel made recommendations to participate in professional development workshops or complete data requests, the recommendations were optional.
One approach that we used to build community was seeking teacher perspectives and leveraging the resources afforded by our computer science industry partners. Once we began rotating the event sites and professional development session locations between industry partner workspaces and University settings, we regained the project's momentum. We learned that there is no "silver bullet" to building community, but a range of activities helped to establish community. Some of these activities included offering a Computer Science summit, where our partner teachers and teachers outside of the partnership were invited. The only requirement was to have interest in teaching or offering computer science. As a result, we were able to attract additional teachers and administrators from charter and private schools. We also found that providing opportunities for our partner teachers to see the workspaces of industry partners provided additional motivation and practical insight that they could share with their students. The industry settings naturally built community among our teacher partners. Thus, when we hosted some sessions at the University, we believe that the community that was established at industry sites motivated teachers to participate when the sessions were held at University settings.
Our design thinking exercise, which allowed teachers to help us design activities that fostered community, also enhanced community. The design thinking exercise reflects mutualism, as discussed by Coburn et al. (2013), by prompting participants and project leaders to work together to integrate solution-focused thinking with the intent of producing a constructive future result. Participants started off by brainstorming ideas, with few, or no, limits on breadth during the initial phase. The ECS teachers were split into teams and worked within their teams to encourage input and participation from a wide variety of perspectives. Eleven DCPS teachers and project staff participated in the design thinking exercise. The eleven teachers and staff were grouped into teams (2–3 per group) to address three questions (a) How might we better engage teachers to respond to assessments? (b) How might we build a computer science teacher community in the district? and (c) How might we promote/showcase student talent and teacher achievements? Within this activity we were able to incorporate a variety of recommendations, such as more incentives, peer sharing, visits to industry sites, such as Google, Inc., and guest speakers from the various sites. Table two provides a summary of some of our most successful community-building activities, which reflect Coburn et al.'s (2013) essential RPP component of using intentional strategies to foster partnerships.
Summary of Successful Community-building Activities.
Computer Science Education Summit This event was created for teachers, administrators, industry leaders, and others who had an interest in expanding computer science in DC schools. The Summit was a huge success. The agenda included an ice breaker, an overview of PEECS-HS, a summary of the year three report, a summary of feedback received from the National Science Foundation, an overview of computational thinking materials developed by SRI Education (http://pact.sri.com), initial evaluation and feedback on the proposed Computational Thinking Survey, possible next steps for PEECS-HS, a design thinking exercise to increase participation, and a tour of Google.
DC K-12 CS Teacher Mixer Invited K-12 CS teachers and administrators within the District to a mixer event at the Google DC office. The event provided opportunities to network with colleagues and administrators and learn about resources and opportunities for schools.
CSTA Open House Invited teachers from DC and northern Virginia to Google DC to discuss the establishment of a combined DC-NoVA CSTA Chapter. Topics of discussion included the different pathways to computer science for K-12 students and upcoming professional development opportunities for ECS and CSP.
Lesson 4: Be Flexible when Developing Instruments and Curricula
At the onset of the project, we went through a rigorous IRB process at the University and district-level to get various instruments approved. During the planning phase of the PEECS-HS project, a 27-item Likert-type course evaluation was developed. Students were given five response options: strongly agree, agree, unsure, disagree, and strongly disagree. Course evaluations were developed using the Nine Principles of Learning: Organizing for Effort, Clear Expectations, Fair and Credible Evaluations, Recognition of Accomplishments, Academic Rigor in a Thinking Curriculum, Accountable Talk, Socializing Intelligence, Self-Management of Learning, and Learning as Apprentice adopted by the ECS curriculum development team (Goode & Chapman, 2011). Approximately three items were developed for each Principle. Item responses were reversed coded from 1–5 so that higher values represent higher agreement and lower values represent lower agreement with the items.
Upon implementation, it became obvious that our instruments lacked mutualism. Given the low response rates (11% of students) from the course evaluation, we were only able to retrieve one year of useful data. We learned that the major hurdle, relative to teacher evaluations, was climate. At the time, DCPS had recently implemented a high-stakes teacher evaluation system known as IMPACT (District of Columbia Public Schools, 2009). IMPACT was used to award bonuses, rate teachers, place them on improvement plans, and even remove teachers from the classroom. IMPACT was a highly contentious topic that gained national attention. By simply having conversations with the teachers, we learned that tensions were high regarding evaluations and many were not sure who would see the data and how it might indirectly or directly influence their formal IMPACT evaluations. Moreover, teachers mentioned the union contract, an issue that we simply had not considered. Although our course evaluations were not at odds with the union contract, there seemed to be some distrust about how the data might somehow be accessed by their evaluators, despite our assurances that the evaluations were only being used for program improvement. Thus, due to the climate, we discontinued use of the course evaluation after the first year. Despite discontinuing its use after the first year, we were able to salvage some results and offer a course evaluation instrument to the computer science community (see Appendix A).
Construct validity of the course evaluation instrument was assessed using confirmatory factor analyses. Considering that the number of completed course evaluation instruments was small (N = 38), there was insufficient power to obtain a factor solution for the full course evaluation instrument. Thus, a model generation approach (Joreskog, 1993) was employed to see if any factors would emerge. First a series of exploratory factor analysis models were run to eliminate items that did not correspond to a factor. Thereafter, confirmatory factor analysis was conducted. Modification indices were examined and cross-loaded items (.30 or greater) were deleted. As a result of the model generation approach, a well-fitting, three-factor model was retained, N = 36, X2 (24) = 21.68, p = .59; CFI = 1.00; TLI = 1.06; RMSEA = 0.00 (90% CI: 0.00, 0.12), pclose = .70. The three retained factors were engagement, rigor, and clarity. Table 3 shows the item descriptions and associated descriptive statistics. For items three, four, and thirteen, none of the students agreed or strongly agreed, indicating concerns regarding rigor and clarity.
Descriptive Statistics of Course Evaluation Items.
15 Classrooms discussions focused on computer science topics. 37 3.76 0.89 1 5
22 In this class, I was required to use feedback to make improvements. 38 3.00 0.84 1 4
25 In this course, I was able to learn from computer science experts other than my teacher. 37 3.62 0.98 1 5
3 My teacher set high expectations for me. 38 2.42 0.60 1 3
7 Tests in this class were fair, but challenging. 38 3.02 0.79 1 4
13 The knowledge gained in this course will help me if I decide to take a more advanced computer science course. 38 2.45 0.65 1 3
4 My teacher gave clear instructions on what was expected of me. 38 2.18 0.61 1 3
6 Class assignment directions and course requirements were clear. 37 3.86 0.98 1 5
11 My teacher frequently recognized my progress in the course. 38 3.97 1.00 1 5
Relationships between the course evaluation factors and student outcomes were examined using a series of multiple regression models. Table 4 shows that no course evaluation factors (engagement, rigor, or clarity) were related to course GPA. However, clarity was significantly related to overall unit average (see Table 4). Despite the small sample size, a positive relationship between clarity and unit average was detected. Findings indicate that clear directions and feedback regarding student progress towards meeting expectations were predictive of student scores on the unit assignments. Notably, students also rated item four (My teacher gave clear instructions on what was expected of me) lower than any other item (see Table 3).
Multiple Regression of Teacher Traits Predicting Unit Average (N = 38).
Overall B
95% CI
Constant 3.34 [1.15, 5.54]
Engagement –0.02 [–0.18, 0.14]
Rigor –0.15 [–0.43, 0.14]
Clarity 0.14* [0.01, 0.26]
F 3.93
Note. CI = confidence interval
*p<.05
Based on the lessons learned and low response rates, we developed the Computational Thinking Survey (CTS) using mutualism. Unlike the course evaluation, we shared some suggested items with teachers that were based on the design patterns of computational thinking (See SRI International, 2018). We began by providing an overview of the computational thinking domains and asked participants to assess the content validity of our proposed items using validity prompts (See Figure 3 for sample validity prompts). We also asked teachers for suggestions and received invaluable feedback. Our mutual development approach allowed us to conduct original analysis (See Coburn et al., 2013) and offer the CTS to the broader computer science community.
Sample content validity prompts for the Computational Thinking Survey.
Our CTS validation process showed that participants agreed on the alignment of items to constructs 70% of the time. There were six items that did not garner at least majority agreement and were therefore discarded. To evaluate the degree to which participants agreed or disagreed by chance (e.g. just randomly selecting items), kappa statistics were calculated and common guidelines for interpreting kappa statistics of interrater agreement were used. Interrater agreement ranged from moderate to substantial when accounting for chance (See Table 5). Additional qualitative feedback was gathered to make minor improvements to the language of the instrument as well. The CTS items are described in Appendix B.
Kappa Statistics Representing Levels of Agreements for Each Construct.
Analyze the effects of developments in computing. 0.43 16.15*
Design and implement creative solutions and artifacts. 0.46 17.06*
Design and apply abstractions and models. 0.50 18.58*
Analyze their computational work and the work of others. 0.44 16.39*
Communicate thought processes and results. 0.59 21.98*
Collaborate with peers on computing activities. 0.68 25.11*
*p<.05, Kappa statistics of .41–.60 represent indicate moderate agreement .61 – .80 are represent substantial agreement.
When developing curricula, it is important understand the assumptions that are embedded and the audience for which the curricula is designed. One assumption of ECS is that students have basic computer knowledge regarding storing, organizing, and retrieving files. The widespread assumption that young students are highly computer literate is somewhat misleading. Many young students are highly familiar with communication and social media platforms, but these platforms often have pre-built structures that help users organize information. These platforms are also commonly used through small devices such as cellular phones. Per feedback from our partner teachers, many students lacked efficient keyboarding and basic computer operation skills (e.g. organizing information, creating folders and subfolders). Thus, teachers would spend time on these topics, which meant less time on ECS topics. Therefore, we provided some supplemental curriculum material to support teachers with the teaching of basic computing skills.
Flexibility was also necessary regarding the core ECS content. One of the original ECS units focused on robotics. However, based on lessons learned from a previous project, we understood the hardware challenges of offering robotics, such as replacement costs and proper storage. Therefore, we modified the ECS curriculum with a mobile applications unit. This modification allowed us to achieve similar goals by offering a cloud-based alternative that was highly engaging and relevant. Interestingly, the mobile applications unit is the final and generally most engaging unit. However, some teachers felt that they often ran out time to fully complete this unit. They also felt that if they could get to this unit earlier, then there would be great potential to expand the interest in computer science to more students. We worked with the teachers in the professional development sessions to promote quicker progression to the mobile applications unit; however, there is not always a "quick fix" for prerequisite knowledge. Overall, our experiences highlight the essentiality of flexibility with curricula and instrument development.
Lesson 5: Maintain a Firm Commitment to Equity
Equity in computer science is essential and multi-faceted. We found that most of our teachers generally agreed with the importance of equity in computer science. However, beliefs and passion alone are not enough to achieve equity. Our findings show that the project exposed a high number of underrepresented students to computer science. Of the 1,851 verified students that were served, approximately 80% were from underrepresented racial categories (American/Black and Hispanic/Latino, and slightly more than 40% were female. We regularly conducted equity analyses and often found equitable outcomes when comparing males to females. However, lower grades were often awarded to African American students compared to White students and to students with disabilities compared to those who did not have disabilities. For example, after year three, a random intercepts regression model (students nested within classrooms) was used to examine equity in outcomes by demographic groups. The model shows that demographic factors (race, ethnicity, special education status, and gender) explained approximately four percent of the differences in course grades earned. While there were some differences by race, differences in classroom teachers explained about 19% of the variance in grades assigned (see Table 6). This could mean that variation in classroom climates, grading practices, and teaching styles influenced outcomes.
Random Effects Regression Estimates (students nested in classrooms) of Race, Ethnicity, and Gender predicting ECS GPA (N = 451)
Null Model
Intercept 2.77 (0.17)* 2.61 (0.16)*
Race*
Asian 0.57 (0.29)
American Ind./Alaskan Nat. –0.41 (0.81)
Multi–racial 0.61 (0.29)
White 0.70 (0.22)*
Female 0.15 (0.10)
Disability –0.39 (0.18)*
Hispanic –0.36 (0.27)
Between 0.54 0.43
Within 1.08 0.12
P 0.19 0.14
R21 0.04
p ≤.05. Note: Black students are the reference group.
The model suggests that despite some demographic differences, primarily race and disability differences, demographic factors are generally equitable across outcomes. Despite some differences by race and disability, our teachers generally did not request more equity training. This may indicate an issue of reflective practice. Overall, our findings show that we achieved equitable results in many areas. Our findings also suggest that equity is multifaceted and, as project leaders, we must continue to press partnering districts on a range equity issues to achieve mutual goals. In the future, we must include more equity analysis tools to allow for greater teacher self-reflection, disaggregation of subgroup outcomes, and ensure that subgroup inequity is institutionalized during professional development sessions. Although computer science content needs are great, these findings highlight equally important computer science equity issues.
Lesson 6: Develop Tiered Content and Prepare to make Philosophical Adjustments
Although teachers did not request additional equity training, there was clear evidence of requests for tiered content preparation. As an example, themes from our focus group data show that teachers tended to request more content training if they did not have prior computer science experience (See Table 7). We generally found that the discrepancy was between teachers with prior computer science experience and teachers with little or no computer science background. During the first summer professional development session, teachers without prior computer science experience frequently indicated that the pace was too fast, whereas experienced computer science teachers felt the pace was sufficient.
Brief Summary of Focus Group Themes.
Collaboration Teachers expressed appreciation for opportunities to collaborate. Collaboration was the most prevalent and positive theme throughout the focus groups.
PEECS-PD Teachers generally enjoyed the professional development sessions and offered commendations for its structure and organization.
Computer Science Background Comments from the focus groups were often divided between teachers with prior computer science backgrounds and teachers with no previous computer science backgrounds.
Content Teachers with computer science backgrounds felt that content was sufficient whereas teachers with no prior computer science background felt that more content preparation was necessary.
Community of Practice The entire cohort felt that the website would be a tremendous resource during the implementation phase of ECS.
At the outset, inquiry-based instruction permeated the ECS philosophy, thus the ECS professional development sessions reflected this philosophy. However, teachers often requested more instructor modeling of lessons, rather than having to teach demonstration lessons without any prior knowledge or little guidance. Research has shown that despite the popularity of minimally-guided instruction, strongly guided instruction is generally more effective than minimally-guided instruction (See Kirschner, Sweller, and Clark, 2006 for more information). After the first summer professional development sessions, we began providing a better balance between inquiry-based instruction and direct guided instruction. These adjustments enhanced the overall tenor of the professional development sessions and further enabled progress toward mutual goals of increasing computer science equity.
Lesson 7: Identify Markers of Sustainability
Coburn et al. (2013) stressed the importance of having a long-term focus when establishing RPPs. It may be natural to focus on the length of the project when planning long-term partnerships. However, it is important to think beyond the length of projects when planning RPPs. Our most apparent marker of sustainability is that we were able to work with DCPS to get additional computer science courses added to the course catalog titled Explore Computer Science (Course V39) and Computer Science Concepts (V38). Course V39 is a one-credit course with the following course description:
This is the introductory course to the Computer Science pathway, designed to introduce students to the breadth of computer science. The course does not focus on learning a particular software tool or programming language, but rather focuses on the conceptual ideas of computing so students understand why certain tools or languages might be utilized to solve particular problems. Students will be introduced to topics such as interface design, robotics, computers' strengths and limitations, as well as societal and ethical issues.
An additional one-half (1/2) credit course, Computer Science Concepts (V38), was also added to the catalog. The description reads:
This course is designed to introduce students to computer science in a condensed introductory course. The course does not focus on learning a particular software tool or programming language, but rather focuses on the conceptual ideas of computing so students understand why certain tools or languages might be utilized to solve particular problems. Students will be introduced to topics such as interface design, robotics, computers' strengths and limitations, as well as societal and ethical issues.
The "V" in the course number represents career and technical education courses (e.g. vocational). Students are required to earn 24 credits and within these 24 credits, two must qualify as college level or career preparation courses. Course V39 qualifies for credit towards graduation, whereas V38 does not. Most students were enrolled into the full credit course (V39), but demand for the half credit course was noteworthy and increased to 47% of enrolled students in the final year. This offering reflects the need for flexible curricula.
In addition, we aimed to support sustainability by training master teachers. Doing so provides DCPS with additional human resources to support computer science instruction beyond the current project. We trained two master teachers using a progressive responsibility model and began a shared model of professional development delivery. In the third year, we, the project team, shared delivery of instruction with the master teachers. In the final year, the master teachers delivered a substantial portion of the professional development sessions and are prepared to deliver additional sessions without support from our team. We believe that long-term markers of success should be mutually developed in the early stages of RPP development, assessed regularly, and modified as necessary.
As described through seven key lessons, we provide a summary of key insight that can be used in future development of computer science related RPPs. In our descriptions of the seven key lessons, we demonstrate how the lessons reflect Coburn et al.'s (2013) five distinguishing factors of RPPs. We were able to address issues of inequity in access to computer science by offering the ECS course in all eight District of Columbia wards or voting districts. When the project began, we operated with two major goals: (a) increase the number of high-school students exposed to computer science earlier in their academic careers in an effort to prepare them for computer science courses, undergraduate programs, and careers; and (b) increase the number of in-service DCPS teachers implementing the ECS course. Results presented in this paper provide convincing evidence towards meeting these project goals. Our project, which operated more like an RPP, evolved significantly and allowed us to share insights gained therein.
In closing, we reiterate our seven lessons:
Get to know the School Counselors (and other key personnel).
Expect Personnel Changes and Strategic Reorganization within School Districts.
Be Innovative to Build and Maintain Community.
Be Flexible when Developing Instruments and Curricula.
Maintain a Firm Commitment to Equity.
Develop Tiered Content and Prepare to make Philosophical Adjustments.
Identify Markers of Sustainability.
It is our hope that future computer science projects will incorporate some of the insight from the seven lessons noted in this paper and the resources provided in the Appendices.
The additional files for this article can be found as follows:
Computer Science Course Evaluation Instrument. https://doi.org/10.26716/jcsi.2018.01.1.2.s1
Computational Thinking Survey. https://doi.org/10.26716/jcsi.2018.01.1.2.s2
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Bureau of Labor Statistics (2018). U.S. Department of Labor, Occupational Outlook Handbook, Computer and Information Research Scientists. Retrieved from https://www.bls.gov/ooh/computer-and-information-technology/computer-and-information-research-scientists.htm
Coburn, C.E., Penuel, W.R., & Geil, K.E. (2013). Research-practice partnerships: A strategy for leveraging research for educational improvement in school districts. William T. Grant Foundation: New York, NY. Retrieved from http://wtgrantfoundation.org/library/uploads/2015/10/Research-Practice-Partnerships-at-the-District-Level.pdf.
District of Columbia Public Schools (2009). IMPACT: The DCPS evaluation and feedback system for school-based personnel. Retrieved from https://dcps.dc.gov/page/impact-dcps-evaluation-and-feedback-system-school-based-personnel
Denning, P. J. (2009, June). Beyond computational thinking. Communications of the ACM, 52(6), 28–30. Retrieved from https://cacm.acm.org/magazines/2009/6/28490-beyond-computational-thinking https://doi.org/10.1145/1516046.1516054
Google Inc. & Gallup Inc. (2015). Searching for Computer Science: Access and Barriers in U.S. K-12 Education. Retrieved from https://services.google.com/fh/files/misc/searching-for-computer-science_report.pdf
Google Inc. & Gallup Inc. (2016). Trends in the State of Computer Science in U.S. K-12 Schools. Retrieved from http://services.google.com/fh/files/misc/trends-in-the-state-of-computer-science-report.pdf
Goode, J., & Chapman, G. (2011). Exploring Computer Science Curriculum (Version 4). Retrieved from http://www.exploringcs.org/wp-content/uploads/2010/08/ExploringComputerScience-v4.0.pdf
Greene, N. & Stewart, P. (2016). The school counselor and the principal: Keys to successful collaboration. New Hampshire Journal of Education, Practitioners Speak. Retrieved from http://nhje.plymouth.edu/?article=the-school-counselor-and-the-principal-keys-to-successful-collaboration
Kirschner, Sweller, & Clark (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1
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National Science Foundation (2018a). Broadening Participation in Computing Alliance Program. Retrieved from https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=503593&org=CISE&from_org=CISE
National Science Foundation (2018b). Computer Science for All. Retrieved from https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505359&org=CISE&from_org=CISE
National Science Foundation (2018c). Computing Education for the 21st Century. Retrieved from https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505359&org=CISE&from_org=CISE
Smith, M. (2016). Computer Science for All. Retrieved from https://obamawhitehouse.archives.gov/blog/2016/01/30/computer-science-all#Need
SRI International (2018). SRI International and Principled Assessment of Computational thinking (PACT). Retrieved from https://pact.sri.com/
Wing, J. (2016, March). Computational thinking. Communications of the ACM, 49(3), 33–35. Retrieved from https://cacm.acm.org/magazines/2006/3/5977-computational-thinking https://doi.org/10.1145/1118178.1118215
Zinth, J. (2016). Computer science in high school graduation requirements (September 2016 Update). Retrieved from https://www.ecs.org/wp-content/uploads/09.13.2016_Computer-Science-in-High-School-Graduation-Requirements.pdf
Anderson, K.A., Burge III, L.L., Shine, T.J., Mejias, M. and Jean-Pierre, K., 2018. Lessons Learned from a District-wide Implementation of a Computer Science Initiative in the District of Columbia Public Schools. Journal of Computer Science Integration, 1(1), p.2. DOI: http://doi.org/10.26716/jcsi.2018.01.1.2
Anderson KA, Burge III LL, Shine TJ, Mejias M, Jean-Pierre K. Lessons Learned from a District-wide Implementation of a Computer Science Initiative in the District of Columbia Public Schools. Journal of Computer Science Integration. 2018;1(1):2. DOI: http://doi.org/10.26716/jcsi.2018.01.1.2
Anderson, K. A., Burge III, L. L., Shine, T. J., Mejias, M., & Jean-Pierre, K. (2018). Lessons Learned from a District-wide Implementation of a Computer Science Initiative in the District of Columbia Public Schools. Journal of Computer Science Integration, 1(1), 2. DOI: http://doi.org/10.26716/jcsi.2018.01.1.2
1. Anderson KA, Burge III LL, Shine TJ, Mejias M, Jean-Pierre K. Lessons Learned from a District-wide Implementation of a Computer Science Initiative in the District of Columbia Public Schools. Journal of Computer Science Integration. 2018;1(1):2. DOI: http://doi.org/10.26716/jcsi.2018.01.1.2
Anderson KA and others, 'Lessons Learned from a District-wide Implementation of a Computer Science Initiative in the District of Columbia Public Schools' (2018) 1 Journal of Computer Science Integration 2 DOI: http://doi.org/10.26716/jcsi.2018.01.1.2
Anderson, Kenneth Alonzo, Legand L. Burge III, Troy J. Shine, Marlon Mejias, and Ketly Jean-Pierre. 2018. "Lessons Learned from a District-wide Implementation of a Computer Science Initiative in the District of Columbia Public Schools". Journal of Computer Science Integration 1 (1): 2. DOI: http://doi.org/10.26716/jcsi.2018.01.1.2
Anderson, Kenneth Alonzo, Legand L. Burge III, Troy J. Shine, Marlon Mejias, and Ketly Jean-Pierre. "Lessons Learned from a District-wide Implementation of a Computer Science Initiative in the District of Columbia Public Schools". Journal of Computer Science Integration 1, no. 1 (2018): 2. DOI: http://doi.org/10.26716/jcsi.2018.01.1.2
Anderson, K A, et al.. "Lessons Learned from a District-wide Implementation of a Computer Science Initiative in the District of Columbia Public Schools". Journal of Computer Science Integration, vol. 1, no. 1, 2018, p. 2. DOI: http://doi.org/10.26716/jcsi.2018.01.1.2
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