Peter J. Rich

With interest in elementary coding surging, this study followed 127 novice coding teachers through year‑long professional development to examine changes in self‑efficacy for teaching coding and computational thinking (CT). Teachers showed the most growth in self‑efficacy for sequences, algorithms, and loops, with less confidence for conditionals, variables, and functions. For CT, teachers reported strength in pattern recognition, algorithmic thinking, logic, and evaluation, with less growth in decomposition and abstraction.

The authors developed and validated the 33‑item Teacher Beliefs about Coding and Computational Thinking (TBaCCT) scale using confirmatory factor analysis and structural equation modeling with data from 245 elementary teachers in eight U.S. districts. Over a school year, teachers’ self‑efficacy for coding and CT increased significantly, and teaching efficacy for computing increased the most. The validated instrument supports measuring teacher beliefs during PD focused on computing education.

This review synthesizes 64 papers on Hour of Code across IEEE Xplore, ACM, EBSCO, ERIC, and Google Scholar. Studies span participation reports, analyses of learner behavior, and evaluations of activities. Findings categorize research into six areas and detail the initiative’s impacts while highlighting open questions about broadening access and improving activity design to better meet campaign goals for equitable CS exposure.

Reporting on more than 300 teachers responsible for computing instruction to nearly 60,000 primary‑aged students across 23 countries, this study describes preparation levels, commonly used programming languages (e.g., Scratch predominates), successes and challenges, and integration patterns with other subjects. Results offer a broad snapshot of emerging global practices in primary computing education and point to PD needs and curriculum considerations.

Surveying 124 organizational behavior students in a gamified course, this study examined overall motivation and the perceived effects of specific game elements. Two‑thirds of participants reported the gamified course was more motivating than traditional courses. Correlational analyses indicated that motivation benefits were not limited by demographics (e.g., gender, age, status). Findings point to which elements (e.g., progress tracking and feedback) students associated with increased motivation.

Arguing against narrowing curricula to only core subjects, this conceptual analysis proposes “convergent cognition,” the synergistic learning that occurs when students study complementary subjects together (e.g., L1 with L2; computer programming with mathematics). The paper identifies principles and conditions under which paired subjects reinforce each other, outlining theoretical mechanisms and implications for curriculum and instruction.

The paper critiques reliance on single bibliometric indicators (e.g., impact factor) and proposes a holistic framework for evaluating publication outlets across three dimensions: rigor, impact, and prestige. The authors describe data sources and considerations for each criterion and illustrate how triangulating these dimensions can support fairer evaluation of scholarship across disciplines and venues.

Through semester‑long video‑reflection groups across three teaching contexts, this qualitative study examined how video analysis influences the process of teacher change. Six overarching themes emerged: video helped teachers (a) focus analysis, (b) view practice from a new perspective, (c) trust feedback, (d) feel accountable to change, (e) remember to implement changes, and (f) see progress. The results suggest mechanisms by which video can scaffold teacher improvement.

The article analyzes how emerging video annotation tools can extend and augment teacher self‑reflection by enabling documentation, evidence‑based self‑analysis, and longitudinal tracking of development. By comparing available tools and their educational affordances, the authors argue these technologies can help preservice and inservice teachers analyze their own practice with minimal editing, connect classroom video to related evidence, and potentially transform teacher reflection and professional growth.