DigitalCommons@USU
metadata only
The Situated Nature of a Computer Science Teacher’s Persistent Engagement Over a Decade: A Lines of Practice Perspective of Learning, Teaching, and Leading
and-researchcomputer-science-educationcomputer-scienceseducational-assessmentevaluationinstructional-media-designlibrary-and-information-science
Conceptio Open Archive
Analyze & explore related research in Conceptio
Connect this record directly into your research workflow or AI agent. Explore citations across open repositories, query full text, and export structured proof bundles.
This document is indexed with metadata only: full text is not available in the archive for this record. Open the official source ↗
Related documents
- Enhancing programming education through AI-driven tools and innovative pedagogical models: a systematic study on student engagement, retention, and self-regulation#248722
- Discipline-Specific AI literacy (DiSAIL): a theoretical framework for situated engagement with generative AI in education#299127
- A Call for Action (Research): Applying Science Education Research to Computer Science Instruction#130202
- Situated Practice Systems: A Computational System for Supporting the Coaching and Practice of Regulation Skills for Innovation Work#616796
- Situated Practice Systems: A Computational System for Supporting the Coaching and Practice of Regulation Skills for Innovation Work#616296
Record · ID 356931
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Bring this data into your agent: Connect via MCP or API · 20 free credits to start · no card required
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive