{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113864"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113864","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Equity, accessibility and action: supporting diverse learners in K-12 computer science education","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","abstract_has_math":false,"creators":["Lash, Todd Alan"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Israel, Maya","Meadan-Kaplansky, Hedda","McCarthey, Sarah","Tissenbaum, Michael"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-04-29T21:34:32Z","date_published":"2022-04-29T21:34:32Z","updated_at":"2026-07-22T22:24:53Z","subjects":["Education"],"languages":["en","eng"],"rights":["Copyright 2021 Todd Lash"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/113864","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Israel, Maya","Meadan-Kaplansky, Hedda","McCarthey, Sarah","Tissenbaum, Michael"]},{"key":"dc:creator","label":"Author","values":["Lash, Todd Alan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-04-29T21:34:32Z","2021-12","2021-12-03"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Todd Lash"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/113864"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","The student, Todd Lash, accepted the attached license on 2021-11-28 at 11:39.","The student, Todd Lash, submitted this Dissertation for approval on 2021-11-28 at 11:51.","This Dissertation was approved for publication on 2021-12-03 at 13:29.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17274 on 2022-04-06 at 17:10:06","Made available in DSpace on 2022-04-29T21:34:32Z (GMT). No. of bitstreams: 3 LASH-DISSERTATION-2021.pdf: 1108468 bytes, checksum: 8f4e0d00fe5f4a607939d3f8fc573820 (MD5) LICENSE.txt: 4206 bytes, checksum: d09e8712c5cef53bb1fdb4411c960794 (MD5) PROQUEST_LICENSE.txt: 4552 bytes, checksum: 96f165966fb08fa61b9d80a3976f0f3c (MD5) Previous issue date: 2021-12-03","Computer science impacts our lives every day in a multitude of ways. Despite its ubiquity and power to shape the world, the computer science education community continues to struggle with issues of equity. 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Problems of access, opportunity, influence and achievement are pervasive and while a handful of scholars have investigated specific approaches to improving equity in computer science education, little research has been done to study the beliefs and practices of teachers in the field across all grade levels and from varied locales. Using a basic qualitative approach, this study examined how 10 teachers selected for an equity-oriented fellowship conceptualized equity in computer science education and used a wide assortment of strategies to create equitable access and outcomes for diverse learners both within and beyond their classrooms. To achieve a deeper understanding, fellowship data was analyzed and compared across all fellows and multiple data types for similarities and differences. 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