Dr. Joanna Goode is the Sommerville Knight Professor in the College of Education at the University of Oregon. She began her career in education as a high school computer science teacher in a large, diverse urban school, and she builds on this experience to research how educational policies and practices can foster equity, access, and inclusion in K-12 computer science education. Joanna has directed multiple National Science Foundation-sponsored research projects, developed the equity-focused Exploring Computer Science high school course, and is the co-author of the book, Stuck in the Shallow End: Education, Race, and Computing (MIT Press, 2008/2017).
Sax, L., Newhouse, K., Goode, J., Skorodinsky, M., Nakajima, T., & Sandowski, M. (Forthcoming). Does AP CS Principles broaden participation in computing? An analysis of APCSA and APCSP participants. Proceedings of the 50th SIGCSE technical symposium on Computer Science Education.
Goode, J., Skorodinsky, M., Hubbard, J., & Hook, J. (2020). Computer science for equity: Teacher education, agency, and statewide reform. Frontiers in Education, 4, 62. doi: 10.3389/feduc.2019.00162
Nakajima, T. & Goode, J. (2019). Transformative learning for computer science teachers: Examining how educators learn e-textiles in professional development. Teaching and Teacher Education, 85, 145-189.
Goode, J., Peterson, K., & Chapman, G. (2019). Online Professional Development for Computer Science Teachers: Gender-Inclusive Instructional Design Strategies. International Journal of Gender, Science, and Technology, 11(3), 394-404. ISSN 2040-0748.
Goode, J., Peterson, K., Malyn-Smith, J. & Chapman, G. (2019). Online professional development for teachers: Instructional design strategies for broadening participation in high school computing. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 595-600). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
Kafai, Y., Fields, D., Lui, D., Walker, J., Shaw, M., Jayathirtha, G., Nakajima, T., Goode, J., Giang, M. (2019). Stitching the loop with electronic textiles. In Proceedings of the 50th SIGCSE technical symposium on Computer Science Education, 1176-1182.
Goode, J., Peterson, K., Malyn-Smith, J., & Chapman, G. (2019). Online professional development for high school teachers: Building the capacity of a national cadre of teachers to broaden participation in computing. In Proceedings of the IEEE Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) Conference. [Distinguished paper]
Nakajima, T., & Goode, J. (2019). Teachers’ approaches to mak(e)ing computing culturally responsive: Electronic-textiles in exploring computer science classes. In Proceedings of the IEEE Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) Conference. [Distinguished paper]
Madkin, T., Martin, A., Ryoo, J., Scott, K., Goode, J., Scott, A., & McAlear, F. (2019). Culturally relevant computer science pedagogy: From theory to practice. In Proceedings of the IEEE Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) Conference.
Schuetz, R. L., Biancarosa, G., & Goode, J. (2019). Is technology the answer? Investigating students’ engagement in math. Journal of Research on Technology in Education, 50(4), 318-332.
Shanley, L., Biancarosa, G., Clarke, B., & Goode, J. (2019). Relations between mathematics achievement growth and the development of mathematics self-concept in elementary and middle grades. Contemporary Educational Psychology, 59, 101804.
Goode, J. & Ryoo, J. (2019). Teacher knowledge for inclusive computing learning. The Cambridge Handbook of Computing Education Research. Fincher, S. & Robins, A. (Eds.). Cambridge, UK: Cambridge University Press, 709-726.
Goode, J., Johnson, S. R., & Sundstrom, K. (2018). Disrupting colorblind teacher education in computer science. Professional Development in Education, 1-14.
Fields, D., Kafai, Y., Nakajima, T., Goode, J. & Margolis, J. (2018). Putting making into high school computer science classrooms: Promoting equity in teaching and learning with electronic textiles in Exploring Computer Science. Equity & Excellence in Education, 51(1), 21-35.
Goode, J., Flapan, J., & Margolis, J. (2018). Computer science for all: A school reform framework for broadening participation in computer science. In Tierney, W, Corwin, Z., & Ochsner, A. (Eds.). Diversifying Digital Learning: Online Literacy and Educational Opportunity. Baltimore, MA: Johns Hopkins Press, 45-65.
Margolis, J., Ryoo, J., & Goode, J. (2017). Seeing myself through someone else’s eyes: The value of in-classroom coaching for computer science teaching and learning. Transactions on Computing Education, 17(2), 1-18.
Fields, D. A., Kafai, Y. B., Nakajima, T., Goode, J. (2017). Teaching practices for making e-textiles in high school computing classrooms. In FabLearn’17, Proceedings of the 7th Annual Conference on Creativity and Fabrication in Education, ACM, New York, NY, Article No. 5.
Margolis, J., Estrella, R., Goode, J., Holme, J., & Nao, K. (2017/2008). Stuck in the Shallow End: Education, Race, & Computing. Revised edition. MIT Press: Cambridge, MA
Margolis, J. & Goode, J. (2016). Ten lessons for computer science for all. ACM Inroads, 7(4), 52-56.
Ryoo, J., Goode, J., & Margolis, J. (2015). It takes a village: Supporting inquiry-and equity-oriented computer science pedagogy through a professional learning community. Computer Science Education, 25(4), 351-370.
Margolis, J., Goode, J., & Chapman, G. (2015). An equity lens for scaling: A critical juncture for Exploring Computer Science. ACM Inroads, 6(3), 58-66.