Research

2022

Proctor, C. (In press). Computational thinking. In International Encyclopedia of Education (7th Edition). Elsevier.

Proctor, C. & Muller, D. (2022). Joint visual attention and collaboration in Minecraft. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen (Eds.). (2022). Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022. (pp. 226-233). Hiroshima, Japan: International Society of the Learning Sciences. (Best paper nomination. 46% accepted.)

Blikstein, P., Bumbacher, E., Davis, R., Proctor, C., & Lin, V. (Forthcoming). Learning-Centered Design: Methodologies for the Design of Learning Technologies and Environments. Cambridge, USA: MIT Press.

2021

Kafai, Y.B. & Proctor, C. (2021) A Revaluation of Computational Thinking in K-12 Education: Moving Towards Computational Literacies. Educational Researcher. https://doi.org/10.3102/0013189X211057904.

Burke, Q., O’Donnell, K., Angevine, C., & Proctor, C. (2021). Credentialing computation: Empowering teachers in computational thinking through educator microcredentials. In C. Mouza, A. Ottenbreit-Leftwich, & A. Yadav (Eds.), Professional Development for In-Service Teachers: Research Practices in Computing Education. Information Age Publishing.

2020

Proctor, C. & Garcia, A. (2020). Student voices in the digital hubbub. In L. Hogg, K. Stockbridge, C. Achieng-Evensen, & K. Stockbridge (Eds.), Pedagogies of With-ness: Students, teachers, voice and agency. (pp. 119-132). Myers Education Press.

Proctor, C., Han, J., Wolf, J., Ng, K., & Blikstein, P. (2020). Recovering Constructionism in computer science: Design of a ninth-grade introductory computer science course. In B. Tangney, J. Rowan Byrne, & C. Girvan (Eds.) Proceedings of the 2020 Constructionism Conference. (pp. 473-481). Dublin, Ireland: University of Dublin.

Kafai, Y.B., Proctor, C., & Lui, D. (2020) From theory bias to theory dialogue: Embracing cognitive, situated and critical framings of computational thinking for K-12 CS education. ACM Inroads, 11(1), 44–53. (Invited republication.) https://doi.org/10.1145/3381887.

Proctor, C., Zheng, Y., & Blikstein, P. (2020). Comparing Cognitive and Sociocultural Assessments of Learning in Middle School Computer Science. In M. Gresalfi & I.S. Horn (Eds.). The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020. (pp. 238-245). ISLS.

2019

Proctor, C. & Blikstein, P. (2019). Unfold Studio: Suporting critical literacies of text & code. Information and Learning Science, 120 (5/6). pp. 285-307. https://doi.org/10.1108/ILS-05-2018-0039.

Kafai, Y., Proctor, C., & Lui, D. (2019). From theory bias to theory dialogue: Embracing cognitive, situated and critical framings of computational thinking for K-12 CS education. Proceedings of the 2019 ACM Conference on International Computing Education Research. ACM.

Proctor, C., Bigman, M., & Blikstein, P. (2019). Defining and designing computer science education in a k-12 public school district. In E. Hawthorne & M. Pérez-Quiñones (Eds.) Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE ’19). (pp. 314-320). ACM. https://doi.org/10.1145/3287324.3287440.

Proctor, C. (2019). Measuring the computational in computational participation: Debugging interactive stories in middle school computer science. In K. Lund et al. (Eds.). A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019. (pp. 104-111). Lyon, France: ISLS.

2018

Davis, R., Proctor, C., Friend, M., & Blikstein, P. (2018). Solder and wire or needle and thread: Examining the Effects of Electronic Textile Construction Kits on Girls' Attitudes Towards Computing and Arts. In J. Kay & R. Luckin (Eds.). Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018. (pp. 800-807). London, UK: ISLS.

Proctor, C., & Blikstein, P. (2018). How broad is computational thinking? A longitudinal study of practices shaping computer science learning. In J. Kay & R. Luckin (Eds.). Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018. (pp. 544-551). London, UK: ISLS.

2017

Proctor, C., & Blikstein, P. (2017). Interactive fiction: Weaving together literacies of text and code. Proceedings of the 2017 Conference on Interaction Design and Children, 555–560. https://doi.org/10.1145/3078072.3084324