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The subservient, co-equal, affective, and social integration styles and their implications for the arts

In this episode Jared O'Leary unpacks Bresler’s (1995) publication titled “The subservient, co-equal, affective, and social integration styles and their implications for the arts,” which “examines the different manifestations of arts integration in the operational, day-to-day curriculum in ordinary schools, focusing on the how, the what, and the toward what” (p. 33).

csk8 sara lev 122

The Place for Joy in Teaching and Learning with Sara Lev

In this interview with Sara Lev, we discuss the place for joy in teaching and learning, the impact of remote learning on PBL in early childhood, misconceptions around PBL in early childhood, encouraging curiosity by responding to questions with questions, social and emotional learning, the impact of yoga and meditation on teaching, and so much more.

csk8 - music and cs

Intersections of Popular Musicianship and Computer Science Practices

In this episode Jared O'Leary unpacks his (2020) publication titled “Intersections of popular musicianship and computer science practices,” which discusses potential implications of hardware and software practices that blur the boundaries between music making and computer science.

monica mcguill

Exploring CSEdResearch with Monica McGill

In this interview with Monica McGill, we discuss the nuances of identities in relation to conversations around equity, the importance of having many pathways in CS, designing games for purposes beyond pure entertainment, codeveloping CS courses with students, how researchers and K-12 practitioners can use CSEdResearch.org, our thoughts on bridging the gap between research and practice, opportunities for the field to continue to grow, the influence of outside forces on K-12 education, and so much more.

csk8 - 119

Impact of the Plugged-in and Unplugged Chemistry

In this episode I unpack Chongo, Osman, and Nayan’s (2021) publication titled “Impact of the plugged-in and unplugged chemistry computational thinking modules on achievement in chemistry,” which investigated achievement outcomes between a chemistry unit in three groups: 1) chemistry classes integrated with Scratch projects, 2) chemistry classes integrated with both unplugged and Scratch projects, and 3) chemistry classes with no focus on computational thinking.

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