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The CT4EDU work builds upon a number of past and ongoing research projects. Below are some related funded  projects and publications on computational thinking.


PD4CS (Professional Development for Computer Science) Funded by National Science Foundation, $1,152,669 2013-2016. The goal of project PD4CS is to establish an evidence-based professional development (PD) program to improve teachers’ knowledge to teach computer science, with a special focus on the effective training of teachers having limited computer science background. The project team will (i) develop and implement a high-quality professional development approach that incorporates face-to-face training coupled with continuous online just-in-time support at a large-scale; and (ii) assess the effectiveness of that professional development at improving teachers’ knowledge and skills for teaching computer science.

Computational Thinking in Elementary Science. Funded by National Science Foundation, $1,013,651, 2015-2017. In collaboration with University of Maryland, we are developing curriculum to integrate scientific inquiry and computational thinking in elementary schools, focusing on grades 3-5. In order to achieve sustainable change, we are starting with the exemplar lessons and then working with the teachers to iteratively modify, implement, and refine those lessons as needed to fit into the ecosystems of the particular elementary schools with whom we partner.


Yadav, A., Stephenson, C., & Hong, H. (2017). Computational thinking for teacher education. Communications of the ACM, 60 (4), 55-62. DOI:10.1145/2994591

Yadav, A., Good, J., Voogt, J., & Fisser, P. (2017). Computational thinking as an emerging competence domain. In M. Mulder (Ed.) Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education (pp. 1051-1067). Switzerland: Springer. DOI: 10.1007/978-3-319-41713-4_49

Yadav, A., Hong, H., & Stephenson, C. (2016). Computational thinking for all: Pedagogical approaches to embedding a 21st century problem solving in K-12 classrooms. TechTrends. 60, 565-568. DOI: 10.1007/s11528-016-0087-7.

Gretter, S., & Yadav, A. (2016). Computational thinking and media & information literacy: An integrated approach to teaching twenty-first century skills. TechTrends, 60, 510–516. DOI: 10.1007/s11528-016-0098-4.

DeSchryver, M. D. & Yadav, A. (2015). Creative and computational thinking in the context of new literacies: Working with teachers to scaffold complex technology-mediated approaches to teaching and learning. Journal of Technology and Teacher Education, 23(3), 411-431.

Voogt, J., Fisser, P., Good, J., Mishra, P., & Yadav, A. (2015). Computational thinking in compulsory education: Towards an agenda for research and practice. Education and Information Technologies, 20, 715-728. DOI: 10.1007/s10639-015-9412-6

Yadav, A., Mayfield, C., Zhou, N., Hambrusch, S., Korb, J. T. (2014). Computational thinking in elementary and secondary teacher education. ACM Transactions on Computing Education, 14(1), 1-16.

Yadav, A., Korb, J. T. (2012). Learning to teach computer science: The need for a methods course. Communications of the Association for Computing Machinery, 55(11), 31-33.

Yadav, A., Zhou, N., Mayfield, C., Hambrusch, S., & Korb, J. T. (2011). Introducing computational thinking in education courses. Proceedings of ACM Special Interest Group on Computer Science Education (pp. 465-470). Dallas, TX. DOI: 10.1145/1953163.1953297