research-article

Concepts and Practices: Designing and Developing A Modern K-12 CS Framework

Authors:

Miranda C. Parker,

Leigh Ann DeLyserAuthors Info & Claims

SIGCSE '17: Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education

Pages 453 - 458

https://doi.org/10.1145/3017680.3017778

Published: 08 March 2017 Publication History

Abstract

Computer science is rapidly expanding across the United States, and as schools look for guidance about what constitutes developmentally appropriate topics, state education departments are looking for assistance in the creation of standards. The K--12 Computer Science (CS) Framework was developed to fit these needs. The framework is the first of its kind in the K--12 CS domain, filling a much-needed structural and definitional role in the field. The framework was created as part of a collaboration at multiple levels within the CS community across the United States. Following the footsteps of other disciplines, this framework provides definitions and guidelines on what students should know (concepts) and be able to do (practices) within certain grade bands in today's computing classrooms. This paper details why the framework was developed, how it was designed, and what impacts it could have on the future of K--12 computing education.

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Sentance S(2024)Building a National Center for K-12 Computing EducationACM Inroads10.1145/367902315:3(29-41)Online publication date: 21-Aug-2024
https://dl.acm.org/doi/10.1145/3679023
Amresh AHovermill JYan WPrescott PMonga MLonati VBarendsen ESheard JPaterson J(2024)Broadening Computing Participation in the Navajo NationProceedings of the 2024 on Innovation and Technology in Computer Science Education V. 110.1145/3649217.3653551(695-700)Online publication date: 3-Jul-2024
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Index Terms

Concepts and Practices: Designing and Developing A Modern K-12 CS Framework
1. Social and professional topics
  1. Professional topics
    1. Computing education

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cover image ACM Conferences

SIGCSE '17: Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education

March 2017

838 pages

ISBN:9781450346986

DOI:10.1145/3017680

General Chairs:
Michael E. Caspersen
Aarhus University
,
Stephen H. Edwards
Virginia Tech
,
Program Chairs:
Tiffany Barnes
North Carolina State University
,
Daniel D. Garcia
University of California, Berkeley

Copyright © 2017 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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SIGCSE: ACM Special Interest Group on Computer Science Education

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 08 March 2017

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SIGCSE '17: The 48th ACM Technical Symposium on Computer Science Education

March 8 - 11, 2017

Washington, Seattle, USA

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SIGCSE '17 Paper Acceptance Rate 105 of 348 submissions, 30%;

Overall Acceptance Rate 1,787 of 5,146 submissions, 35%

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Cited By

Zhou S(2025)Understanding the Impact of Programming Club on Programming ExperiencesCompanion Proceedings of the 2025 ACM International Conference on Supporting Group Work10.1145/3688828.3699637(36-41)Online publication date: 12-Jan-2025
https://dl.acm.org/doi/10.1145/3688828.3699637
Sentance S(2024)Building a National Center for K-12 Computing EducationACM Inroads10.1145/367902315:3(29-41)Online publication date: 21-Aug-2024
https://dl.acm.org/doi/10.1145/3679023
Amresh AHovermill JYan WPrescott PMonga MLonati VBarendsen ESheard JPaterson J(2024)Broadening Computing Participation in the Navajo NationProceedings of the 2024 on Innovation and Technology in Computer Science Education V. 110.1145/3649217.3653551(695-700)Online publication date: 3-Jul-2024
https://dl.acm.org/doi/10.1145/3649217.3653551
Cheng RDangol AEllo FWang LDasgupta S(2023)Concepts, practices, and perspectives for developing computational data literacy: Insights from workshops with a new data programming systemProceedings of the 22nd Annual ACM Interaction Design and Children Conference10.1145/3585088.3589364(100-111)Online publication date: 19-Jun-2023
https://dl.acm.org/doi/10.1145/3585088.3589364
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Phelps DSanto R(2021)Student Leadership, Systems Change: Opportunities and Tensions for Youth Impact on District-Wide Computer Science InitiativesACM Transactions on Computing Education10.1145/346171621:4(1-39)Online publication date: 15-Oct-2021
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Razak SKhan SHussein NAlshikhabobakr HGedawy HYousaf ASherriff MMerkle LCutter PMonge ASheard J(2021)Integrating Computer Science and ICT Concepts in a Cohesive Curriculum for Middle School - An Experience ReportProceedings of the 52nd ACM Technical Symposium on Computer Science Education10.1145/3408877.3432528(966-972)Online publication date: 3-Mar-2021
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Basu SDisalvo BRutstein DXu YRoschelle JHolbert NZhang JSherriff MHeckman SCutter PMonge A(2020)The Role of Evidence Centered Design and Participatory Design in a Playful Assessment for Computational Thinking About DataProceedings of the 51st ACM Technical Symposium on Computer Science Education10.1145/3328778.3366881(985-991)Online publication date: 26-Feb-2020
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Basu SHawthorne EPérez-Quiñones MHeckman SZhang J(2019)Using Rubrics Integrating Design and Coding to Assess Middle School Students' Open-ended Block-based Programming ProjectsProceedings of the 50th ACM Technical Symposium on Computer Science Education10.1145/3287324.3287412(1211-1217)Online publication date: 22-Feb-2019
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Santo RDeLyser LAhn JPellicone AAguiar JWortel-London S(2019)Equity in the Who, How and What of Computer Science Education: K12 School District Conceptualizations of Equity in ‘CS for All’ Initiatives2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)10.1109/RESPECT46404.2019.8985901(1-8)Online publication date: Feb-2019
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