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Connecting children's scientific funds of knowledge shared on social media to science concepts., , , , , , , , and . Int. J. Child Comput. Interact., (2019)Designing to illuminate children's scientific funds of knowledge through social media sharing., , , , , , , , and . IDC, page 266-277. ACM, (2018)Deciphering Inclusivity for the Design of K-12 Computing Pathways., , , , and . SIGCSE, page 1316. ACM, (2021)"We'll be Scratching all the Time"., , , , , and . SIGCSE, page 1281. ACM, (2020)Examining Teacher Perspectives on Computational Thinking in K-12 Classrooms., , , , , and . RESPECT, page 1-7. IEEE, (2020)The Evolution of Engagements and Social Bonds During Child-Parent Co-design., , , , , , , and . CHI, page 3607-3619. ACM, (2016)Developing Inclusive Computing with the CT Pathways Toolkit., , , , and . SIGCSE (2), page 1089. ACM, (2022)Integrating & Implementing K-12 Computing Pathways across Six School Districts-Challenges & Opportunities., , , , and . SIGCSE (2), page 1582-1583. ACM, (2024)Social Media in the Science Classroom: Bridging Funds of Knowledge to Scientific Concepts., , , , , , and . CSCL, International Society of the Learning Sciences, (2019)Embedding Computational Thinking in the Elementary Classroom: An Extended Collaborative Teacher Learning Experience., , and . CSCL, International Society of the Learning Sciences, (2019)