Publications

SPARC-Math Publications & Presentations

Coding in Kindergarten (CiK) Publications

CacheCodeMath Publications

Publications by Clarke-Midura Lab

2025

Poole, F. J., Coss, M. D., & Clarke-Midura, J. (2025). Developing stealth assessments to assess young Chinese learners’ L2 reading comprehension. Language Learning & Technology, 29(2).

2024

Robillard, S. M., Lee, V. R., Clarke-Midura, J., & Shumway, J. (2024). An interaction analysis of a computer science co-design conversation on cultural relevance and its implications for design. Journal of Research on Technology in Education, 1–13.

Kozlowski, J., Shumway, J. F., Moyer-Packenham, P. S., Clarke-Midura, J., & Lee, V. R. (2024). Children’s mathematical engagement based on their awareness of coding toy design features. Mathematical Thinking and Learning, 1–25.

Shehzad, U., Clarke-Midura, J., & Recker, M. (2024). Examining the role of parental support on youth’s interest in and self-efficacy of computer programming. ACM Transactions on Computing Education (TOCE), 24(3), 1–23.

Clarke-Midura, J., Shumway, J., Ashineh, A., Zandi, A., & Clawson, W. (2024, June). What happened to the geometry? Examining spatial and mathematical concepts in computational toys and kits for young children. In Proceedings of the 2024 Symposium on Learning, Design and Technology (pp. 47-56).

Na, C., Jeong, S., Clarke-Midura, J., & Shin, Y. (2024). Linking self-regulated learning and community of inquiry in online undergraduate courses: A person-centered approach. Educational Technology Research and Development (ETR&D), 72, 2895–2920.

Na, C., Clarke-Midura, J., Shumway, J. F., van Dijk, W., & Lee, V. R. (2024). Validating a performance assessment of computational thinking for early childhood using item response theory. International Journal of Child-Computer Interaction, (40), 100650. https://doi.org/10.1016/j.ijcci.2024.100650

Lee, V. R., Robillard, S., Recker, M., Clarke-Midura, J., & Shumway, J. (2024). Negotiating inherent asymmetries of co-design: A case of integrative elementary mathematics and computer science instruction. The Journal of Applied Instructional Design, 13(1).

Beck, K., Shumway, J. F., Shehzad, U., Clarke-Midura, J., & Recker, M. (2024). Facilitating mathematics and computer science connections: A cross-curricular approach. International Journal of Education in Mathematics, Science and Technology, 12(1), 85–98.

2023

Clarke-Midura, J., Lee, V. R., Shumway, J., Silvis, D., Kozlowski, J., & Peterson, R. (2023). Designing formative assessment for early childhood computational thinking. Early Childhood Research Quarterly, 68(4), 68–80.

Poole, F., & Clarke-Midura, J. (2023). Applying educational data mining to explore individual experiences in digital games. Language Learning & Technology, 27(1).

Shumway, J. F., Welch, L. E., Kozlowski, J. S., Clarke-Midura, J., & Lee, V. R. (2023). Kindergarten students’ mathematics knowledge at work: The mathematics for programming robot toys. Mathematical Thinking and Learning, 25(4), 380–408.

Shumway, J. F., Clarke-Midura, J., Lee, V. R., Silvis, D., Welch Bond, L. E., & Kozlowski, J.S. (2023). Teaching Coding in Kindergarten: Supporting Students’ Activity with Robot Coding Toys. In Teaching Coding in K-12 Schools: Research and Application (pp. 23-38). Cham: Springer International Publishing.

Sinha, R., Swanson, H., Clarke-Midura, J., Shumway, J. F., Lee, V. R., & Chandrasekharan, S. (2023, June). From embodied doing to computational thinking in kindergarten: A punctuated motor control model. In Proceedings of the 2023 Symposium on Learning, Design and Technology (pp. 1-10).

Shehzad, U., Recker, M., & Clarke-Midura, J. (2023, March). A literature review examining broadening participation in upper elementary CS education. In Proceedings of the 54th ACM Technical Symposium on Computer Science Education (Vol. 1, pp. 570-576).

Jiang, M., Clarke-Midura, J., Silvis, D., Shumway, J., & Lee, V. R. (2023). Which way is up? Orientation and young children’s directional arrow interpretations in coding contexts. In Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1410-1413). International Society of the Learning Sciences.

Na, C., & Clarke-Midura, J. (2023). Assessing young children’s computational thinking using cognitive diagnostic modeling. In Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 672-679).

Robillard, S., Lee, V. R., Clarke-Midura, J., & Shumway, J. (2023). When is an owl more than an owl? An interaction analysis of a computer science co-design conversation on cultural relevance. In Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 425-432). International Society of the Learning Sciences.

Silvis, D., Clarke-Midura, J., Shumway, J., Lee, V. R., Childers, K., & Anderson, H. (2023). Material anchors for young children’s spatial planning: Contextualizing path-program relationships. In Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1210-1213). International Society of the Learning Sciences.

Shehzad, U., Clarke-Midura, J., Beck, K., Shumway, J., & Recker, M. (2023). Co-designing elementary-level computer science and mathematics lessons: An expansive framing approach. In Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 902-905). International Society of the Learning Sciences.

2022

Pantic, K., & Clarke-Midura, J. (2022). Social interactions and practices that positively influenced women’s retention in their computer science major. Computer Science Education.

Silvis, D., Lee, V. R., Clarke-Midura, J., & Shumway, J. F. (2022). The technical matters: Young children debugging (with) tangible coding toys. Information and Learning Sciences, 123(9/10), 577–600.

Poole, F., Clarke-Midura, J., & Ji, S. (2022). Exploring the affordances and effectiveness of a digital game in the Chinese dual language immersion classroom.

Stephens, C., Recker, M., Lee, V. R., & Clarke-Midura, J. (2022). Teacher talk during collaborative computer science professional development. Journal of Technology and Teacher Education, 30(1), 43–71.

Sun, C., & Clarke-Midura, J. (2022). Recruiting K-12 youth into computer science: Insights from a multi-year research project. ACM Inroads, 13(2), 22–29.

Silvis, D., Clarke-Midura, J., Shumway, J., Lee, V. R., & Lewis, S. (2022). Children caring for robots: Expanding computational thinking frameworks to include a technological ethic of care. International Journal of Child-Computer Interaction, 33, 100491. (Won best paper award for journal)

Sun, C., & Clarke-Midura, J. (2022). Testing the efficacy of a near-peer mentoring model for recruiting youth into computer science. Mentoring & Tutoring: Partnership in Learning, 30(2), 184–201.

Welch, L. E., Shumway, J. F., Clarke-Midura, J., & Lee, V. R. (2022). Exploring measurement through coding: Children’s conceptions of a dynamic linear unit with robot coding toys. Education Sciences, 12(2), 143.

Silvis, D., Clarke-Midura, J., Shumway, J., & Lee, V. R. (2022). Every glass ceiling has a floor (of interaction): Studying body position as an index of social position in kindergarten classrooms. In Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 997-1000). International Society of the Learning Sciences.

Lee, V. R., Clarke-Midura, J., Shumway, J., & Recker, M. (2022). “Design for co-design” in a computer science curriculum research-practice partnership. In Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1049-1052). International Society of the Learning Sciences.

Shehzad, U., Clarke-Midura, J., Lee, V. R., & Recker, M. (2022). A student’s access to practice-linked resources in an elementary unplugged-to-plugged computer science unit. In Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 496-503). International Society of the Learning Sciences.

Welch, L., Silvis, D., Clarke-Midura, J., Shumway, J., Kozlowski, J., & Lee, V. R. (2022). Assessment designs that elicit multimodal strategies: What we can learn about early childhood CT by design. In Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 2132-2133). International Society of the Learning Sciences.

2021

Poole, F. J., Clarke-Midura, J., Rasmussen, M., Shehzad, U., & Lee, V. R. (2021). Tabletop games designed to promote computational thinking. Computer Science Education, 32(4), 449–475.

Swanson, H., & Clarke-Midura, J. (2021). Integrating formative assessment and feedback into scientific theory-building practices and instruction. Assessment in Education: Principles, Policy & Practice, 28(2), 118–134.

Clarke-Midura, J., Silvis, D., Shumway, J. F., Lee, V. R., & Kozlowski, J. S. (2021). Developing a kindergarten computational thinking assessment using evidence-centered design: The case of algorithmic thinking. Computer Science Education, 31(2), 117–140.

Clarke-Midura, J., Kozlowski, J. S., Shumway, J. F., & Lee, V. R. (2021). How young children engage in and shift between reference frames when playing with coding toys. International Journal of Child-Computer Interaction, 28, 100250.

Silvis, D., Clarke-Midura, J., Shumway, J., & Lee, V. R. (2021). Objects to debug with: How young children resolve errors with tangible coding toys. In Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021 (pp. 147-154). International Society of the Learning Sciences.

Stephens, C., Lee, V. R., Clarke-Midura, J., & Recker, M. (2021). Teacher learning of novel computer science concepts and practices: A collaborative and expansive approach. In Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021 (pp. 243-250). International Society of the Learning Sciences.

2020

Clarke-Midura, J., Sun, C., & Pantic, K. (2020). Making apps: An approach to recruiting youth to computer science. ACM Transactions on Computing Education (TOCE), 20(4), 1–23.

Poole, F. J., & Clarke-Midura, J. (2020). A systematic review of digital games in second language learning studies. International Journal of Game-Based Learning (IJGBL), 10(3), 1–15.

Hamilton, M. M., Clarke-Midura, J., Shumway, J. F., & Lee, V. R. (2020). An emerging technology report on computational toys in early childhood. Tech Know Learn, 25(1), 213–224.

Lee, V. R., Poole, F., Clarke-Midura, J., Recker, M., & Rasmussen, M. (2020, February). Introducing coding through tabletop board games and their digital instantiations across elementary classrooms and school libraries. In Proceedings of the 51st ACM Technical Symposium on Computer Science Education (pp. 787-793).

Lee, V. R., Poole, F., Clarke-Midura, J., & Recker, M. (2020, June). Design of an expansively-framed board game-based unit to introduce computer programming to upper elementary students. In Gresalfi, M., & Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences - ICLS 2020 (Vol. 3, pp. 1727-1728). Nashville, Tennessee: International Society of the Learning Sciences.

Silvis, D., Lee, V., Clarke-Midura, J., Shumway, J., & Kozlowski, J. (2020). Blending everyday movement and representational infrastructure: An interaction analysis of kindergarteners coding robot routes. In Gresalfi, M., & Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences - ICLS 2020 (Vol. 3, pp. 243-250). Nashville, Tennessee: International Society of the Learning Sciences.

 

2019

Poole, F., Clarke-Midura, J., & Sun, C., Lam. K. (2019). Exploring the pedagogical affordances of a board game in a Chinese dual language immersion classroom. Foreign Language Annals, 52(4), 753–775.

Clarke-Midura, J., Lee, V. R., Shumway, J., & Hamilton, M. (2019). The building blocks of coding: A comparison of early childhood coding toys. Information and Learning Sciences.

Clarke-Midura, J., Sun, C., Pantic, K., Poole, F., & Allan, V. (2019). Using informed design in informal computer science programs to increase youths’ interest, self-efficacy, and perceptions of parental support. ACM Transactions on Computing Education (TOCE), 19(4), 1–24.

Pantic, K., & Clarke-Midura, J. (2019). Factors that influence retention of women in the computer science major in the US. Journal of Women and Minorities in Science and Engineering, 25(2), 119–145.

2018

Clarke-Midura, J., Poole, F., Pantic, K., Sun, C., & Allan, V. (2018). How mother and father support affect youths’ interest in computer science. In Proceedings of the 2018 ACM Conference on International Computing Education Research (pp. 215-222).

Clarke-Midura, J., Poole, F., Pantic, K., Hamilton, M., Sun, C., & Allan, V. (2018). How near-peer mentoring affects middle school mentees. In Proceedings of the 9th ACM Technical Symposium on Computer Science Education (pp. 664-669). Won second best paper award for CS education research.

Pantic, K., Clarke-Midura, J., Poole, F., Sun, C., & Allan, V. (2018). Drawing a computer scientist: Stereotypical representations or lack of awareness? Computer Science Education, 28(3), 232–254.

Moyer-Packenham, P. S., Lommatsch, C. W., Litster, K., Ashby, J., Bullock, E. K., Roxburgh, A. L., Shumway, J. F., Speed, E., Covington, B., Hartmann, C., Clarke-Midura, J., Skaria, J., Westenskow, A., MacDonald, B., Symanzik, J., & Jordan, K. (2018). How design features in digital math games support learning and mathematics connections. Computers in Human Behavior, 91, 316–332.

Jiang, Y., Clarke-Midura, J., Keller, B., Baker, R., Paquette, L., & Ocumpaugh, J. (2018). Note-taking and science inquiry in an open-ended learning environment. Contemporary Educational Psychology, 55, 12–29.

Scalise, K., & Clarke-Midura, J. (2018). The many faces of scientific inquiry: Effectively measuring what students do and not only what they say. Journal of Research in Science Teaching, 55(10), 1469–1496. (This article was nominated for the National Science Teachers Association’s (NSTA) initiative to identify “Research Worth Reading” for its teacher audience).

Hamilton, M., Clarke-Midura, J., Shumway, J., & Lee, V. R. (2018). An initial examination of designed features to support computational thinking in commercial early childhood toys. In Kay, J., & Luckin, R. (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences - ICLS 2018(Vol. 3). London, UK: International Society of the Learning Sciences.

2016
Clarke-Midura, J., Allan, V. H., & Close, K. (2016). Investigating the role of being a mentor as a way of increasing interest in computer science. In Proceedings of the 47th ACM Technical Symposium on Computing Science Education (pp. 297-302).