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Educ."],"published-print":{"date-parts":[[2022,6,30]]},"abstract":"<jats:p>Student-directed projects\u2014projects in which students have individual control over what they create and how to create it\u2014are a promising practice for supporting the development of conceptual understanding and personal interest in K\u201312 computer science classrooms. In this article, we explore a central (and perhaps counterintuitive) design principle identified by a group of K\u201312 computer science teachers who support student-directed projects in their classrooms: in order for students to develop their own ideas and determine how to pursue them, students must have opportunities to engage with other students\u2019 work. In this qualitative study, we investigated the instructional practices of 25 K\u201312 teachers using a series of in-depth, semi-structured interviews to develop understandings of how they used peer work to support student-directed projects in their classrooms. Teachers described supporting their students in navigating three stages of project development: generating ideas, pursuing ideas, and presenting ideas. For each of these three stages, teachers considered multiple factors to encourage engagement with peer work in their classrooms, including the quality and completeness of shared work and the modes of interaction with the work. We discuss how this pedagogical approach offers students new relationships to their own learning, to their peers, and to their teachers and communicates important messages to students about their own competence and agency, potentially contributing to aims within computer science for broadening participation.<\/jats:p>","DOI":"10.1145\/3476515","type":"journal-article","created":{"date-parts":[[2021,11,1]],"date-time":"2021-11-01T19:12:52Z","timestamp":1635793972000},"page":"1-18","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":3,"title":["Designing for Student-Directedness: How K\u201312 Teachers Utilize Peers to Support Projects"],"prefix":"10.1145","volume":"22","author":[{"given":"Karen","family":"Brennan","sequence":"first","affiliation":[{"name":"Harvard University, Appian Way, Longfellow, Cambridge, MA, USA"}]},{"given":"Sarah","family":"Blum-Smith","sequence":"additional","affiliation":[{"name":"Harvard University, Appian Way, Longfellow, Cambridge, MA, USA"}]},{"given":"Laura","family":"Peters","sequence":"additional","affiliation":[{"name":"Boston Public Schools, Dorchester, MA, USA"}]},{"given":"Jane","family":"Kang","sequence":"additional","affiliation":[{"name":"Harvard University, Appian Way, Longfellow, Cambridge, MA, USA"}]}],"member":"320","published-online":{"date-parts":[[2021,11]]},"reference":[{"key":"e_1_3_2_2_2","doi-asserted-by":"publisher","DOI":"10.1207\/s15326985ep2802_3"},{"key":"e_1_3_2_3_2","doi-asserted-by":"publisher","DOI":"10.1017\/9781108654555.004"},{"key":"e_1_3_2_4_2","doi-asserted-by":"publisher","DOI":"10.1080\/10508406.2014.954750"},{"key":"e_1_3_2_5_2","volume-title":"Transforming Qualitative Information: Thematic Analysis and Code Development","author":"Boyatzis Richard E.","year":"1998","unstructured":"Richard E. 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