Lucia Dettori's research while affiliated with DePaul University and other places

... Another challenge for researcher and practitioner collaborations are power imbalances, which often occur based on an implicit perception of a hierarchy between researchers and practitioners. This imbalance is often referred to as a power hierarchy and can inhibit reaching overall project goals [8,9,17,23,30,32,41]. This is further complicated by the complexities of communication between researchers and practitioners [66], including issues of shared language or content-specific jargon [56]. ...

... Course to adapt a data science course to computer science High School pupils that incorporates both a broad view on data science and data workflow, as well as a deep understanding of data processing algorithms and specifically, ML. (Mobasher et al., 2019) Data Science Summer Academy for Chicago Public School Students. ...

... Las diferencias entre áreas sólo fueron significativas para el pensamiento algorítmico en alumnos de Ingeniería, de acuerdo con las pruebas establecidas y explicadas anteriormente. Podría esta idea ser contrastada con Mcgee et al. (2019), donde los estudiantes parecen desarrollar su experiencia con tareas concretas antes de las tareas abstractas, característica propia de uso de las TIC y posteriormente para el pensamiento computacional. La temprana incorporación de herramientas de TIC en la formación de estudiantes, y no solo en su uso generalizado, es importante para el desarrollo del pensamiento algorítmico en su futuro. ...

... ECS is a primary course through which students fulfill the requirement. This research has been conducted in the context of the Chicago Alliance For Equity in Computer Science (CAFÉCS), which is an ongoing researcher-practitioner partnership between CPS, The Learning Partnership, DePaul University, Loyola University, and the University of Illinois at Chicago [3,4]. (Some important prior research results produced by the alliance report on the impact of the ECS course on students' attitudes towards computer science [2], students' choices about future CS coursework [16], and students' development of computational thinking practices [17].) ...

... In ECS, students learn through inquiry and project-based activities and develop a repertoire of computational practices [17,18], which connect computing with students' everyday experiences [25]. There has been a significant positive impact on engagement, future interest, confidence, and persistence for students learning in ECS classrooms [17,43]. ECS is not just a curriculum; it is a national community of teachers who have engaged in at least two years of professional development (PD) that emphasizes equity, inquiry, and CS content, models pedagogical strategies of active engagement, and directly addresses teacher belief systems through critical reading and reflection [42]. ...

... The adaption of the continuous improvement model as a whole helps ensure continued use of "social resources" via continued networking as well as the continued sharing of ideas, processes, materials, and tools (Coburn and Penuel, 2016;Kali et al., 2018). Their long-term nature and open-ended commitment leads to the acceptance and use of the continuous improvement model dedicated to addressing persistent problems of practice (Coburn and Penuel, 2016;Dettori et al., 2018;Santo et al., 2017a and results in a significant amount of original data that is produced over time (Boser and McDaniels, 2018). Districts and state-wide policymakers then build "...their own capacity to use and generate research effectively" (Boser and McDaniels, 2018, p. 6). ...

... This research has been conducted in the context of the Chicago Alliance For Equity in Computer Science (CAFÉCS), which is an ongoing researcher-practitioner partnership between CPS, The Learning Partnership, DePaul University, Loyola University, and the University of Illinois at Chicago [3,4]. (Some important prior research results produced by the alliance report on the impact of the ECS course on students' attitudes towards computer science [2], students' choices about future CS coursework [16], and students' development of computational thinking practices [17].) ...

... With a recent emphasis on computer science and computational thinking (Webb et al., 2016), it is important that informed curriculum decisions are made. Research has shown the importance of introductory computing activities in preschool (Papadakis, 2021) through high school (Dettori et al., 2015) as these activities can aim to increase students' interest in CS, improve their perceptions of the field, and increase their perceived capacity to participate in CS. Despite this research into CS-related activities, an understanding of how HoC activities and participation influences student experiences. ...

... This is a much quicker increase than average and a relatively high salary (Computer and Information Technology Occupations : Occupational Outlook Handbook, 2021). Although this sounds like good news, The United States is not producing enough qualified candidates to fill these positions (Gal-Ezer & Stephenson, 2009), and those students who are in the education pipeline do not adequately represent women, Hispanic students, or African-American students (Dettori et al., 2016). ...

... One example of this can be seen with the Exploring Computer Science (ECS) curriculum [10,16], which was initially developed and piloted in Southern California, but has since spread to schools across the county (e.g. [15]). A second notable example that our research investigates is the AP CSP course introduced for college credit in the 2016-17 school year. ...