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Lessons Learned from an Equity-Focused Peer Mentoring Program for High School CS Teachers.

, , , , , and . SIGCSE (2), page 1370. ACM, (2023)

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Infusing Equity and Inclusion in K-12 Computer Science Teacher Development., , , , , and . RESPECT, page 1-2. IEEE, (2021)Advancing Opportunities for CS Teachers: How To Best Support Professional Development for Experienced Teachers in K-12 CS Education., , , , , and . SIGCSE (2), page 1031-1032. ACM, (2022)Equity-focused Peer Mentoring for High School CS Teachers., , , , , and . SIGCSE (2), page 1149. ACM, (2022)Looking Ahead: Professional Development Needs for Experienced CS Teachers., , , , , and . SIGCSE, page 1118-1119. ACM, (2020)The Needs of K-12 Computer Science Educators towards Building an Inclusive Classroom: Implications for Policy, Practice, and Research., , , and . SIGCSE (2), page 1041-1042. ACM, (2022)Lessons Learned from an Equity-Focused Peer Mentoring Program for High School CS Teachers., , , , , and . SIGCSE (2), page 1370. ACM, (2023)A Formative Assessment Literacy Module for K-12 Computer Science Teachers: Need, Design, and Teacher Feedback., and . SIGCSE (2), page 1281. ACM, (2023)Accessibility and Disability in PreK-12 CS: Results from a Landscape Survey of Teachers., , , , and . RESPECT, page 13-20. ACM, (2024)Trends in CS Teacher Professional Development: A Report from the CSTA PD Committee., , , , and . SIGCSE (1), page 390-396. ACM, (2022)Developing an Ecosystem of Support for K-12 CS Educators., , , , and . SIGCSE (2), page 1162. ACM, (2022)