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The Case for Acknowledging Subjectivity in CS Education Research Data.

, , , , and . SIGCSE (2), page 1013-1014. ACM, (2022)

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Models for Computer Science Teacher Preparation: Developing Teacher Knowledge., , , , , , , , , and . ITiCSE (2), page 568-569. ACM, (2022)Gender and Racial Disparities in College Admissions and Computing Programs: The Future of Black Women in the Face of Widespread Anti-DEI Legislation., , , , , , and . RESPECT, page 65-74. ACM, (2024)Development and Validation of the Motivation to Teach Computer Science Scale., , , and . SIGCSE, page 1312. ACM, (2021)Quantifying Disparities in Computing Education: Access, Participation, and Intersectionality., , , , and . SIGCSE, page 619-625. ACM, (2021)Algebra I Before High School as a Gatekeeper to Computer Science Participation., , , and . SIGCSE, page 839-844. ACM, (2020)A Review of International Models of Computer Science Teacher Education., , , , , , , , , and . ITiCSE-WGR, page 65-93. ACM, (2022)Equity in Access to and Participation in K-12 Computer Science Education., , , , , and . SIGCSE (2), page 1111. ACM, (2022)The Case for Acknowledging Subjectivity in CS Education Research Data., , , , and . SIGCSE (2), page 1013-1014. ACM, (2022)Reaching Black Women Interested in Computing: The Importance of Organizational Ties., , , , , , , and . SIGCSE (1), page 151-157. ACM, (2024)Increasing Capacity for Computer Science Education in Rural Areas through a Large-Scale Collective Impact Model., , , and . SIGCSE, page 1157-1163. ACM, (2019)