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This online report offers a brief summary of key findings from our research

Variation in teacher practice (related to inquiry, equity, and CS content) did not always coincide with depth of teachers’ prior experiences in computer science, computer science content knowledge, teacher certification subject, years teaching ECS, or years teaching in general. Effective inquiry- and equity-based teaching require an understanding of pedagogy, willingness to reflect on teaching practice, and dedication to professional growth.

Changing one’s pedagogical approach from more traditional lecture-based methods to one focused on inquiry and equity takes time. A single year or even two of professional development may not be enough to fully support many teachers in their craft or in the creation of their teacher learning communities.