Joanna Goode
Biographic Data
| ID | 5453677 |
|---|---|
| NAME | Joanna Goode |
| GIVEN NAMES | Joanna |
| FAMILY NAME | Goode |
| SIGNATURE | GOODE J |
| AFFILIATIONS | University of Oregon |
| ORCID | 0000-0002-9926-5118 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The situated nature of a computer science teacher's persistent engagement over a decade
Questioning the why and the how
We report findings from qualitatively analyzing audio recordings and teacher-generated products from a two-day in-person collaborative design (co-design) workshop where nine experienced high school CS teachers revised parts of an existing introductory high school program toward justice. In response to our research question of how teachers demonstrated agency as co-designers, our analysis revealed that they collaboratively questioned the purpose, …
Computer Science for Equity
This paper reports on a statewide “Computer Science for All” initiative in Oregon that aims to democratize high school computer science and broaden participation in an academic subject that is one of the most segregated disciplines nationwide, in terms of both race and gender. With no statewide policies to support computing instruction, Oregon’s legacy of computer science education has been marked by both low participation and by rates of underre…
Transformative learning for computer science teachers
The digital identity divide
This article embraces the concept of technology identity as an innovative theoretical and methodological approach to study the digital divide. Reporting on qualitative data taken from a mixed-method study, the analytical approach goes beyond an access and skills perspective in measuring digital inequities. Narratives collected from students demonstrate how powerful sociocultural influences, such as family practices and access to a quality K-12 ed…
Mind the Gap
The computer science pipeline in urban high schools
Our research was conceived out of a desire to understand why so few underrepresented students of color are learning computer science at the high school level. High school is a critical time for pre-college preparation and for getting on the right "track" for college and future career opportunities. Yet, by college the number of students of color obtaining bachelors degrees in computer science is remarkably small. In this article, we discuss our r…
The digital identity divide
This article embraces the concept of technology identity as an innovative theoretical and methodological approach to study the digital divide. Reporting on qualitative data taken from a mixed-method study, the analytical approach goes beyond an access and skills perspective in measuring digital inequities. Narratives collected from students demonstrate how powerful sociocultural influences, such as family practices and access to a quality K-12 ed…
Mind the Gap
The computer science pipeline in urban high schools
Our research was conceived out of a desire to understand why so few underrepresented students of color are learning computer science at the high school level. High school is a critical time for pre-college preparation and for getting on the right "track" for college and future career opportunities. Yet, by college the number of students of color obtaining bachelors degrees in computer science is remarkably small. In this article, we discuss our r…
The digital identity divide
This article embraces the concept of technology identity as an innovative theoretical and methodological approach to study the digital divide. Reporting on qualitative data taken from a mixed-method study, the analytical approach goes beyond an access and skills perspective in measuring digital inequities. Narratives collected from students demonstrate how powerful sociocultural influences, such as family practices and access to a quality K-12 ed…
Mind the Gap
Transformative learning for computer science teachers
Computer Science for Equity
This paper reports on a statewide “Computer Science for All” initiative in Oregon that aims to democratize high school computer science and broaden participation in an academic subject that is one of the most segregated disciplines nationwide, in terms of both race and gender. With no statewide policies to support computing instruction, Oregon’s legacy of computer science education has been marked by both low participation and by rates of underre…
Questioning the why and the how
We report findings from qualitatively analyzing audio recordings and teacher-generated products from a two-day in-person collaborative design (co-design) workshop where nine experienced high school CS teachers revised parts of an existing introductory high school program toward justice. In response to our research question of how teachers demonstrated agency as co-designers, our analysis revealed that they collaboratively questioned the purpose, …
The situated nature of a computer science teacher's persistent engagement over a decade
Computer Science (5 works) · Mathematics education (5 works) · Pedagogy (5 works) · Psychology (5 works) · Sociology (5 works) · Political science (4 works) · Teaching and Learning Programming (4 works) · Gender and Technology in Education (3 works) · Innovative Education and Learning Practices (3 works) · Faculty Development (2 works)