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Jean J. Ryoo Tiera Tanksley Cynthia Estrada Jane Margolis 《Computer Science Education》2020,30(3):337-361
ABSTRACT
Background and Context
Overlaying Computer Science (CS) courses on top of inequitable schooling systems will not move us toward “CS for All.” This paper prioritizes the perspectives of minoritized students enrolled in high school CS classrooms across a large, urban school district in the Western United States, to help inform how CS can truly be for all. 相似文献
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