1,720,952 research outputs found
PiLa-CS Professional Learning Community - Workshop 2 Resources
No full textDuring the Summer of 2021 and 2022, the Participating in Literacies and Computer Science (PiLa-CS) Research Practice Partnership convened and supported a community of practice to learn more about how to enable better CS teaching for emergent bilinguals. These are materials from Workshop 2 of the PLC.Sponsored by the National Science Foundation under NSF grant CNS-1738645 and DRL-1837446. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation
PiLa-CS Professional Learning Community - Design Journal Template
No full textDuring the Summer of 2021 and 2022, the Participating in Literacies and Computer Science (PiLa-CS) Research Practice Partnership convened and supported a community of practice to learn more about how to enable better CS teaching for emergent bilinguals. These are materials from from the PLC for a Design Journal to act as a planing template for teachers.Sponsored by the National Science Foundation under NSF grant CNS-1738645 and DRL-1837446. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation
Teaching Multilingual Learners in Computer Science: Redefining the Problem
No full textEpisode 1: Teaching multilingual learners in CS - Redefining the problem
As CS for All grows as a national initiative, teachers may find themselves wondering how to reach multilingual learners. This first video calls out the systems that prevent these learners from reaching their full potential. It also introduces the Participating in Literacies and-Computer Science (PiLa-CS) project.
Featuring team members from Participating in Literacies and Computer Science (PiLa-CS), https://www.pila-cs.orgEpisode 1: Teaching multilingual learners in CS - Redefining the problem
As CS for All grows as a national initiative, teachers may find themselves wondering how to reach multilingual learners. This first video calls out the systems that prevent these learners from reaching their full potential. It also introduces the Participating in Literacies and-Computer Science (PiLa-CS) project.
Featuring team members from Participating in Literacies and Computer Science (PiLa-CS), https://www.pila-cs.orgSponsored by the National Science Foundation under NSF grant CNS-1738645 and DRL-1837446. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation
Translanguaging Pedagogy in CS Ed
No full textEpisode 3: Translanguaging pedagogy in CS Education
This video looks at how multilingual students already use translanguaging in their computer science classes and discusses how CS educators can further support them with translanguaging pedagogy, a framework that prompts teachers to consider their stance, design, and shifts.
Featuring team members from Participating in Literacies and Computer Science (PiLa-CS), https://www.pila-cs.orgEpisode 3: Translanguaging pedagogy in CS Education
This video looks at how multilingual students already use translanguaging in their computer science classes and discusses how CS educators can further support them with translanguaging pedagogy, a framework that prompts teachers to consider their stance, design, and shifts.
Featuring team members from Participating in Literacies and Computer Science (PiLa-CS), https://www.pila-cs.orgSponsored by the National Science Foundation under NSF grant CNS-1738645 and DRL-1837446. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation
Designing Meaningful Conversations in CS Ed
No full textEpisode 5: Designing Meaningful Conversations in CS
This video introduces an approach to planning for meaningful conversations in computer science education by walking through the unit of a middle school science teacher. She used syncretic literacies to engage her school subject, computer science topics, and her students’ communities to explore Hurricane María’s impacts in Puerto Rico.
Featuring team members from Participating in Literacies and Computer Science (PiLa-CS), https://www.pila-cs.orgEpisode 5: Designing Meaningful Conversations in CS
This video introduces an approach to planning for meaningful conversations in computer science education by walking through the unit of a middle school science teacher. She used syncretic literacies to engage her school subject, computer science topics, and her students’ communities to explore Hurricane María’s impacts in Puerto Rico.
Featuring team members from Participating in Literacies and Computer Science (PiLa-CS), https://www.pila-cs.orgSponsored by the National Science Foundation under NSF grant CNS-1738645 and DRL-1837446. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation
Translanguaging 101
No full textEpisode 2: Translanguaging 101
How much do CS teachers know about the language their students use outside of class? This video considers how translanguaging theory from bilingual education can help Computer Science educators get to know their students, and looks at examples of how translanguaging occurs in students’ lives.
Featuring team members from Participating in Literacies and Computer Science (PiLa-CS), https://www.pila-cs.org.Episode 2: Translanguaging 101
How much do CS teachers know about the language their students use outside of class? This video considers how translanguaging theory from bilingual education can help Computer Science educators get to know their students, and looks at examples of how translanguaging occurs in students’ lives.
Featuring team members from Participating in Literacies and Computer Science (PiLa-CS), https://www.pila-cs.org.Sponsored by the National Science Foundation under NSF grant CNS-1738645 and DRL-1837446. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation
What CS Ed Can Offer Bi/Multilinguals
No full textEpisode 4: What can CS offer multilingual learners?
This video discusses how computer science education can benefit multilingual learners. You will meet a middle school ENL (English as a New Language) teacher who successfully incorporated both translanguaging pedagogy and CS education into her classroom, leading to a memorable experience for one of her students.
Featuring team members from Participating in Literacies and Computer Science (PiLa-CS), https://www.pila-cs.orgEpisode 4: What can CS offer multilingual learners?
This video discusses how computer science education can benefit multilingual learners. You will meet a middle school ENL (English as a New Language) teacher who successfully incorporated both translanguaging pedagogy and CS education into her classroom, leading to a memorable experience for one of her students.
Featuring team members from Participating in Literacies and Computer Science (PiLa-CS), https://www.pila-cs.orgSponsored by the National Science Foundation under NSF grant CNS-1738645 and DRL-1837446. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation
Classroom Unit: Explorando los impactos de inundaciones en nuestro barrio / Exploring the impacts of flooding in our neighborhood
No full textSlide deck of activities.This unit was designed in the Winter-Spring of 2022 for an after school coding club run by a long-time PiLa-CS partner teacher who taught Science bilingually at a middle school in Upper Manhattan. The club was held weekly, sometimes twice weekly. Student attendance ranged from 2-7 students, they attended intermittently around other after school commitments. Many students had experiences with strong storms from living in New York City and/or the Caribbean. The teacher asked students if they’d want to create Scratch projects about the issue of flooding, and students expressed interest. Students were all bilinguals (Spanish/English), though none who attended were designated “English Language Learners” at the time. The unit unfolded fluidly, in response to student and teacher interests. Essential Questions: How can digital maps and stories help us address problems caused by flooding? How do communities come together in times of need?
Goals: Students will create Scratch projects that illustrate / explain the experience of a person in the area during this Summer’s flooding. The project should share some problem caused by flooding and/or a potential solution to flooding.Sponsored by the National Science Foundation under NSF grant CNS-1738645 and DRL-1837446. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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