Search

Online educational resources (e.g., curricula, tutorials, documentation, Q&A sites) increasingly serve as key sources for secondary school students learning Computer Science Principles (CSP). A big obstacle to using these resources is finding information appropriate for the learning task and learner's background. Research shows that secondary school students need support in searching the web and developing "information literacy" (e.g., find, evaluate, organize, use, and convey information). "Exploratory search" is particularly challenging as it goes beyond simple lookup and instead is comprised of learning and investigative search intents. A potentially promising approach uses a conversational search agent to conduct exploratory search through conversation with the learner. Research indicates that conversational agents can assist secondary school Computer Science (CS) teachers, especially those who lack CS background. In addition, research shows that secondary school students have high levels of engagement with conversational agents. Conversational agents could help alleviate social anxiety for students who do not want to ask teachers questions publicly. If designed with customization toward building better connections to learning, the agent could help students relate to the CS concepts to reflect on their own experiences as they relate to the CS concepts. The focus of this dissertation is "Investigating Conversational Agents to Support Secondary School Computer Science Exploratory Search." The dissertation's contributions include: (1) the design of a Web-based generative conversational search agent tailored to the CS domain using SE word embeddings, (2) an exploratory study with 18 CS students investigates the agent's potential in supporting CS-related exploratory search, (3) a pedagogical fixed-response conversational search agent is designed for the CSP domain, aligning with Kaddoura's Think-Pair-Share collaborative learning strategy, (4) metrics for evaluating conversational agent effectiveness and engagement, (5) a comparative study involving 45 secondary school students in a CSP class explores the use of conversational agents and web search, (6) a knowledge-based pedagogical generative conversational search agent for the CSP domain, utilizing retrieval augmented generation and prompt engineering, (7) an exploratory study with 20 CSP students examining the customization's impact on aiding students in learning CSP concepts, and (8) an experience report of successes and challenges for future conversational agent researchers. The results of this dissertation show that CS students do find generative conversational agents useful at helping with exploratory search, yet CS students believe that the current generation of Web-based generative conversational search agents are not effective in helping with exploratory search. Evaluation of our approach using effectiveness and engagement metrics indicate that generative conversational agents are highly effective and interactive, and are preferred over pedagogical fixed-response conversational search agents, yet generative conversational agents pose risks as learning tools. Students are dissatisfied with the interaction and effectiveness of pedagogical fixed-response conversational search agents; however, find them helpful at finding useful information. Further, results indicate that students preferred a customized knowledge-based pedagogical generative conversational search agent, with its terminology more suitable to secondary school level, examples more understandable, and better connections to personal experiences compared to a standard generative conversational agent. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This research project employs a case study design to examine how K-6 non-computer science (CS) trained teachers can be effectively prepared to teach CS, metaphorically unmasking hidden superheroes in the education system. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, the study also integrates Bandura's Theory of Self-Efficacy, the Crawl-Walk-Run-Fly Model (CWRF), and Bruner's Spiral Curriculum. Through detailed case studies, the research investigates teachers' professional development experiences, their evolving self-efficacy, and their practical application of CS concepts in the classroom. Data collected from surveys, interviews, and the researcher's journal are analyzed to identify best practices and challenges. This program is designed not only to inform strategies for teacher training programs that will enhance the integration of CS education in diverse educational settings, but also to foster a mindset of growth, bravery, and resilience. Through a series of workshops, hands-on activities, and ongoing support, teachers will acquire the skills they need and, more importantly, the courage to venture into uncharted territory. The findings reveal that with the right tools and support systems in place, K-6 teachers can indeed become proficient in teaching computer science. More significantly, they develop a newfound confidence that permeates their teaching practice, inspiring them to continue to be life-long learners who boldly guide their students to embrace the challenges of the digital age. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The cybersecurity landscape in the United States has rapidly evolved, marked by risk and novel threats (Georgescu, 2021; Siraj et al., 2021). Today, security mindsets are "widely accepted in the computer security community as … essential … for successful cybersecurity practice" (Peterson, 2021, para. 1), valuable to aspiring cybersecurity professionals and non-technical end-users (Dutton, 2017; Pournaghshband, 2013). Buoyed by the notion that there might be "particularly strong" (Foster-Marks, 2021, para. 41) parallels between learning computing basics and second languages (L2), this study aimed to illuminate possibilities for leveraging L2 learning materials to introduce cybersecurity fundamentals to K12+ L2 learners. A qualitative content analysis supported an investigation of whether posited theoretical connections between security mindsets and L2 learning could be identified in existing L2 content. This analysis was extended with imaginative variation to consider how to exploit such content for cybersecurity education. Specifically, I examined English, French, and Spanish L2 resources to identify (a) content associated with analytical, creative, practical, and situational capacities germane to security thinking and (b) content that could be linked to basic cybersecurity domain knowledge and concepts. The inquiry was guided by Hamman and Hopkinson's (2016) conception of Sternberg's (1988) Triarchic Theory of Intelligence and notions of Situational Awareness (Endsley, 1995; Horneman, 2019). While security mindset themes were not found to be explicitly named in the analyzed L2 content, the analysis revealed repeated examples of content that could engage L2 learners with security mindset fundamentals and/or serve as a platform for introducing security themes. These findings suggest opportunities for flexible and scalable implementation and are relevant for materials designers and L2 teachers seeking to lay important groundwork in meeting the challenges of an ever-evolving cybersecurity landscape. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Software vulnerabilities in commercial products are an issue of national importance. The most prevalent breaches are input validation vulnerabilities, and these are easily avoidable. This dissertation contributes to cybersecurity education with a set of hands-on interventions tailored for three CS courses, a set of reflection prompts to encourage students to grow across levels of learning, a method for analyzing the responses, and results of a cross-sectional and longitudinal study analyzing the changes in knowledge and attitudes of students after three semesters of offering the interventions. Over a three semester period, students in three core CS courses (Programming Fundamentals 1, Computer Organization, and Software Engineering) completed defensive programming assignments developed for this study. The assignments covered common input validation vulnerabilities, how they are exploited and how the vulnerabilities can be mitigated. The assignments included reflection prompts developed using Moon's transformative learning model. Responses were analyzed with natural language processing (NLP) to classify the levels. After the assignments in Computer Organization and Software Engineering, 80-90% of students wrote reflection responses that demonstrated the highest levels of learning: integrating ideas and transformative learning. To assess practice of defensive programming skills, students were asked to static test their project code in two project based courses. However, the static testing did not consistently produce meaningful results as most projects reported no vulnerabilities. This research highlights the difficulties in measuring students' application of defensive programming in project-based assignments. NLP analysis of free response survey questions indicate an increased interest in cybersecurity and acknowledgement of its importance after having a defensive programming assignment in their first CS course. A cross-sectional and longitudinal evaluation of survey questions using multiple linear regression analysis showed that students in courses later in the curriculum scored higher on questions about defensive programming, but more importantly, students' scores increased significantly after the assignments in Computer Organization and Software Engineering. Overall this research shows that knowledge of, interest in, and understanding of relevance of cybersecurity increased after students had hands-on assignments in multiple courses. This provides compelling evidence that assignments inserted into multiple core courses helps CS students develop an appreciation for defensive programming. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation focuses on strategies and techniques to enhance code comprehension skills among students enrolled in introductory computer science courses (CS1 and CS2). We propose a novel tutoring system, "DeepCodeTutor," designed to improve the code comprehension abilities of novices. DeepCodeTutor employs scaffolded self-explanation to facilitate a deeper understanding of code. Our user study demonstrates the effectiveness of DeepCodeTutor, with detailed results reported in this dissertation. DeepCodeTutor incorporates various components such as expert-generated code explanations and scaffolding based on students' knowledge gaps. Although effective, expert-generated explanations and scaffolding are resource-intensive and difficult to scale. To address these challenges, we explore the use of Large Language Models (LLMs). First, we investigated the ability of LLMs to generate different types of code explanations under various settings. Our study revealed that while LLMs are capable of producing such explanations, they suffer from inconsistency in the quality of these explanations. We compared code explanations generated by students, experts, and LLMs and found that the explanations generated by LLMs are closely aligned with experts' explanations. Toward the goal of generating scaffolding, we evaluated LLMs for the assessment of student explanations of code. Our results indicate that LLMs outperform traditional semantic similarity-based approaches. We also highlight various strategies and approaches for leveraging LLMs in assessment. Additionally, we propose LLM-based feedback for code comprehension. Our results demonstrate that fine-tuned LLMs are effective in generating feedback that supports students' code comprehension. This dissertation presents solutions to key challenges in improving code comprehension among novices in introductory computer science courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As the use of artificial intelligence (AI), especially machine learning (ML), has dramatically increased, K-12 schools have begun to deliver AI education; however, little is known about teachers' views on the field. This qualitative study investigated how U.S. high school computer science (CS) teachers conceptualize AI, the role of AI in their CS instruction, and the instructional curricula and pedagogies these educators use to bring AI into their CS instruction. Data was collected through semi-structured interviews with 23 educators teaching 9-12th grade CS courses in U.S. schools. Data collected from interviews was examined using thematic analysis resulting in seven themes. The findings suggest that teachers see great value in AI education and encourage schools to provide AI literacy instruction for all students while providing AI technical instruction in elective CS courses. Teachers demonstrated high levels of interest in the field but a shallow understanding of AI technology. The study's findings also showed that CS teachers know of the importance of AI ethics instruction but have a limited view of AI's impact on society. Additionally, the results point to a general lack of curricula and tools designed to teach K-12 students about AI, especially materials that emphasize critique of AI technology and its societal harms. The study's results contribute to a deeper understanding of 9-12th grade teachers' conceptions of AI and the challenges they face when implementing AI instruction. Implications for teachers, school leaders, curriculum developers, policy makers, teacher educators, and professional development (PD) providers are presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Impending climate crises, profound wealth inequality and unprecedented vulnerability to global catastrophe at the hands of technology make working towards justice a necessity, and a desperate one at that. However, engaging in work towards justice requires deconstructing the dominant narratives and norms that restrict what actions are permissible and what futures are possible. While prior work has challenged dominant societal narratives within computing contexts (e.g. anti-blackness, ableism, sexism, and cis/het-normativity), dominant narratives specific to computing often remain implicit and unaddressed. Theoretically, even if dominant societal narratives are critiqued, students' agency may still be bound up in these dominant disciplinary narratives, preventing critical engagements from occurring. My work has two objectives: surfacing dominant disciplinary narratives so that they may be critiqued and challenging student-held dominant narratives through pedagogical interventions. In this thesis, I describe work that surfaces dominant disciplinary narratives around students' careers and neurotypes, as well as two interventions: a narrative-based intervention within post-secondary computing contexts, and a co-constructed seminar centering dominant disciplinary narratives within students' disciplinary space. I make three contributions: 1) I explicate normative career practice and the conditions that make career norms self-reinforcing, 2) I describe neurotypic legitimacy in computing spaces and how these expectations contradict neuronormative expectations in society broadly, and 3) I reconceptualize identity work and identity fragmentation in computing, and offer conditions to resolve this fragmentation. My dissertation demonstrates the following thesis: Individuals who experience dissonance between computing culture and their identity frequently fragment their disciplinary identity from their positional identity. While this can occur when computing contexts reify societal marginalization, it can also occur through discipline-specific cultural norms that both mirror and contradict societal legitimization. This fragmentation can be resolved independently, but reconciliation can be accelerated and scaffolded through safe and vulnerable spaces that welcome individuals' positional identity. Furthermore, when these communities develop around mutual fragmentation, they can be become intersectional coalitions that encourage students towards activism. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative, phenomenological research study explores the best practices that secondary Grades 6-12 educators employ when using microcontrollers in the classroom. Governmental and private organizations have investigated and promoted the importance of Science, Technology, Engineering, Math (STEM) and computer science in education (Code Advocacy Coalition [CODE], n.d.-a; Fayer et al., 2017; National Science Board [NSB], 2010b, 2018, 2020b, 2022; President's Council of Advisors on Science and Technology [PCAST], 2010, 2012). Computer science occupations are a leading field and will have strong growth through 2029 compared to STEM occupations (Zilberman & Ice, 2021). Organizations such as CODE, Computer Science Teachers Association (CSTA), and the International Society for Technology in Education (ISTE), promote both STEM and computer science education seeking to increase engagement in computer science leading to students pursuing degree majors at the college level. Physical computing, using programmable devices, such as microcontrollers, are a way to increase engagement and interest in computer science (Hodges et al., 2019; Przybylla & Romeike, 2018b; Sentance et al., 2017a, 2017b). Through application of constructionist learning theory (Papert, 1980; Resnick et al., 2005) students can explore how to design, build, and program artifacts that can interact with the physical world. Artifacts can take the form of robotic cars, household and environmental sensors, and wearable electronics that are affected by the wearer and the environment. Various instructional frameworks can be employed with physical computing including the 6E model (Burke, 2014), Universal Design for Learning (Center for Applied Special Technology [CAST], 2018), the Use-Modify-Create model (Lee et al., 2011), in addition to strategies such as Pair Programming (Williams & Kessler, 2000), Debugging (Yadav et al., 2011), Tinkering (Kotsopoulos et al., 2017), Making (Sheridan et al., 2014), and Productive Failure (Kapur, 2008). To understand the phenomenon of best practices of physical computing with microcontrollers, the researcher implemented a phenomenological approach with 10 semi-structured interview questions to a group of 15 participants who experienced the phenomenon personally. The intention is the results from this study will raise awareness of computer science in secondary curricula and the value of physical computing using microcontrollers for promoting this ever-growing field. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Transgender and gender nonconforming (TGNC) students are underrepresented in CS education and have been found to leave the field at higher rates than their counterparts. While there is a great deal of Computer Science (CS) education research focused on other underrepresented groups, it rarely includes those who are TGNC. Overall, there is a dearth of research in CS education which acknowledges and investigates lived gender outside of the binary. Employing voices of non-binary and transgender students in computing, this project employs surveys, interviews, and a focus group to gain a deeper understanding of the experience of gender diverse people in CS education. The study finds that TGNC students enjoy the field of computing, feel confident about their skills and abilities, and foresee being successful in their coursework. At the same time, they do not feel that they belong and they worry about their future in CS employment. A high percentage of study respondents do not feel able to express their gender authentically and do not feel supported by faculty and staff in their departments. Students with multiple marginalized identities report compounded and unique challenges. Participants recommend that the CS education community integrate TGNC-related topics in curriculum, increase representation of TGNC people, and invest in the development of TGNC centered/aware mentorships. Based on the findings, a new paradigm, TransForm CS, is put forth, which centers TGNC students in each of its core pillars: curriculum, pedagogy, policy, and CS education research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The present study was conducted to determine how implementing computational thinking (via a proxy in AP Computer Science Principles) into a school's curriculum impacted student proficiency rates on the New York State Geometry Regents. Recent research has suggested that computational thinking is a skill that transcends specific content areas and can influence student learning outcomes across multiple disciplines. By equipping students with these skills, each individual's zone of proximal development may increase, leading to increased learning efficiency. Given the rise of technology and the need for computational literacy, schools are looking to implement courses to help students develop these skills. The target school students were compared to their fellow general education peers in their home and neighboring counties. The target school was unique because students were mandated to take AP Computer Science Principles during their freshman year, while the other students were not. Through multinomial logistic regression, the influence of computational thinking on student proficiency rates was quantified and found to be insignificant. However, the COVID-19 pandemic greatly impacted the students' performance. While the findings were insignificant, the students in the target school were likelier than the other students in their county and the neighboring county to be proficient in Geometry, according to the New York State Education Department's definition of proficiency. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There is a significant gap in the number of women who go into college as computer science majors and decide to pursue the field in the workforce. There are challenges present for female students since the start of their education that their male counterparts do not face, which ultimately contributes to this gender gap. Such challenges include a lack of mentorship, a feeling of not belonging, and a dearth of resources to engage students in computer science. Research and studies that explore the first two years of college for female students who are majoring in computer science or computer science-related subjects are lacking. By studying this population, there are implications for both retention and success for these students who have already decided on such a major that they can parlay into a career in the workforce. This phenomenological study using qualitative methods aims to inform best practices as identified by first and second-year female college students in computer science-related majors. 15 participants were selected who met such criteria and were interviewed based on research questions addressing their measures of success, challenges, and strategies to inform best practices that could have implications for K-12 classrooms as well as third-year and beyond college students majoring in computer science to address the gender gap in the field. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study explored the role of faith in the motivation of undergraduate computer science students and considered the implications for Christian Higher Education in the United States, by reviewing the existing literature on the subject. Academic motivation of computer science students is a global concern evidenced by studies around the world that focused on student motivation to choose computer science as a major, study and learn, and persist amidst challenges. This study fills the gap in the existing literature by focusing on faith as a motivating factor through synthesis with reviews of religious motivation, Christian Higher Education, and theological literature. Based on the synthesis and integration, the findings of this study are that a sense of calling from God is associated with motivation through helping others, providing meaning and purpose, a sense of self-efficacy, and persistence in overcoming challenges. Also, as difficulties and challenges increase, students may grow spiritually and integrate faith more in their progress through the computer science program. Furthermore, the primary academic motivation theories can be viewed through a biblical worldview perspective. This study has implications for Christian higher education academic leaders, staff, computer science faculty, and students in the areas of nurturing a sense of calling from God, fostering faith integration, recognizing the role of culture, and building community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Engineers have developed innovative hardware solutions to treat various medical conditions that provide medical patients with better health outcomes. These devices can be found in hospitals, medical clinics, homes, and even implanted in individuals. The patients experience freedom from extended hospital stays and can spend time with their family and loved ones. Unfortunately, these devices are susceptible to threats ranging from recalls to software and hardware cybersecurity vulnerabilities and even malware. These issues threaten patient safety and undermine public trust. Engineers continue to evaluate these cybersecurity concerns and design solutions for them. However, there is a gap in the cybersecurity defenses. This research evaluates whether medical professionals and medical device suppliers have adequate cybersecurity training, awareness, and education to be effective as the first line of cybersecurity defense. Regrettably, this research paints a bleak picture and provides a foundation for further research into this vital topic. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Block-based programming environments have become increasingly commonplace in computer science education. Despite a rapidly expanding ecosystem of block-based programming environments, text-based languages remain the dominant programming paradigm outside of educational contexts, motivating the transition from block-based to text-based programming. Supporting students in transitioning from block-based to text-based programming is an important and open design question. This dissertation presents the design and evaluation of a novel hybrid programming environment, Switch mode, to scaffold learners from block-based to text-based programming. Switch mode blocks allow learners to write text-based commands inside of blocks within a conventional block-based programming environment. Switch mode blocks can be added by either directly drag-and-dropping them into a program or by right clicking a block and converting it into a Switch mode block. This scaffolded approach can support learners in transitioning from block-based programming to text-based programming. This dissertation understands students' perception and how they author in Switch mode. Findings from coding activities presents an analysis of the eight distinct strategies that learners developed to compose programs using Switch mode blocks. This categorization of programming strategies contributes to our understanding of how we can design environments that support students of varying levels of prior experience and confidence in transitioning from introductory (block-based) to more powerful (text-based) programming modalities. Findings from the classroom study shows how novices were able to smoothly move from block-based to text-based programming with the help of Switch mode blocks. The case study on the differing experiences of two students with differing prior programming experiences shows how Switch mode supported both students and helped them find their level of comfort with programming. This dissertation demonstrates the potential of hybrid programming environments that can support learners in developing distinct programming approaches suited to their confidence, preference, and previous experiences. Collectively this work contributes to our understanding of the hybrid programming environment and can be used to inform the tools that will scaffold the next generation of learners. This work will help prepare learners to excel in a computationally driving world. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As technology continues to permeate all aspects of modern society, it is critical for PK-12 students to participate in computer science (CS) learning opportunities that prepare them to navigate and leverage technology in their future careers. However, research consistently shows that Black, Hispanic/Latino/a/x, and Native American students, students who qualify for the National School Lunch Program, and rural students are significantly less likely to attend a high school that offers foundational CS courses like Advanced Placement CS A (APCSA) or Advanced Placement CS Principles (APCSP). One way to challenge inequities within PK-12 public CS education is for federal, state, and local leaders to develop and enact CS education reform that specifically addresses disparities in CS education across racial, socioeconomic, and geographic lines. This dissertation unpacks how local leaders--central office leaders and public high school principals--perceive the expansion of CS education in their local contexts and how they leverage their power to bring CS to all students, not just the White and Asian elite. This study includes three articles: 1) an exploratory factor analysis and multiple regression analysis of national Google and Gallup (2020) survey data on U.S. PK-12 superintendents' and principals' perceptions of CS education in their local contexts, 2) a multiple case study analysis of interview data with 30 central office leaders and high school principals from six distinct school districts in two states on the East Coast, and 3) a policy brief that summarizes findings from the first two studies and proposes federal, state, and local level policies that can address disparities in U.S. public high school CS education. Findings from the first study revealed that U.S. superintendents and high school principals express positive support for CS education but do not feel that other stakeholders in their school districts, like school board members, parents/guardians, teachers, and students, are equally supportive. Perceptions of stakeholder support were lowest for leaders in the Western part of the U.S. and for leaders who oversee majority low-wealth students. Using the Capacity for, Access to, Participation in, and Experiences in CS framework (CAPE) by Fletcher and Warner (2021), as well as the educational debt theory proposed by Ladson-Billings (2006), the second study showed that support for CS education is fragmented between the state and local levels, even in a state with robust CS education policy in place. Interviews with central office leaders and high school principals confirmed that mainly White, male, and college-bound students are enrolling in APCS courses. Additionally, White-identifying central office leaders, despite recognizing these disparities, placed the blame on students rather than the lack of infrastructure for CS education in their school divisions; they claimed that without enough student interest in elective APCS courses, it is difficult to justify allocating district resources for CS. Whereas in larger school districts, leaders were aware of disparities and actively working to dismantle disparities in CS education. Any challenges that these advocates faced were most likely due to capacity issues, such as a sparse CS teacher workforce or limited funds to establish concrete CS education units at the district level. Five policies are recommended for federal, state and local leaders to enact: 1) federal leaders should develop CS education mandates that require U.S. states to create comprehensive plans for PK-12 CS education, 2) federal and state funds should be allocated towards district and school leadership professional development for CS education, 3) states should develop state-specific CS course sequences for PK-8 education that prepare all students for advanced high school CS coursework, 4) states should consider creating longitudinal data systems that track student enrollment in middle "and" high school CS courses, and 5) school districts should distribute funds to hire a CS advocate who oversees CS course expansion in the district. Researchers can use the data from this dissertation to develop interventions that address the unique needs of different U.S. PK-12 educational leaders and promote productive relationships between CS education policy and practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]