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Code, Connect, Create: The 3C Professional Development Model to Support Computational Thinking Infusion.

, , , , , , , , and . SIGCSE, page 971-977. ACM, (2020)

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The Virtual Pivot: Transitioning Computational Thinking PD for Middle and High School Content Area Teachers., , , , , , , , , and . SIGCSE, page 1198-1204. ACM, (2021)Elementary Teachers Engaging with Learning Trajectories to Create Professional Learning Goals around Computer Science Integration., , , , , and . SIGCSE (2), page 1554-1555. ACM, (2024)Code, Connect, Create: The 3C Professional Development Model to Support Computational Thinking Infusion., , , , , , , , and . SIGCSE, page 971-977. ACM, (2020)Computational thinking infusion as transformative teaching: investigating content area teacher perspectives and practices., , , , , and . Comput. Sci. Educ., 34 (2): 222-251 (April 2024)Infusing Computing: Analyzing Teacher Programming Products in K-12 Computational Thinking Professional Development., , , , , , , , , and . ITiCSE, page 278-284. ACM, (2019)Project Sustainability through Teacher Autonomy in CT Infusion., , , , and . SIGCSE (2), page 1387. ACM, (2023)PRADA: A Practical Model for Integrating Computational Thinking in K-12 Education., , , , , , , , and . SIGCSE, page 906-912. ACM, (2019)