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In this dissertation, I explore how researchers, teachers, and students can learn together across various contexts in K-12 computing education. These explorations are situated within the development and implementation of the Getting Unstuck curriculum, a set of educative curriculum materials (Davis et al., 2017) designed for upper elementary classrooms engaging with Scratch, a widely available programming language and online community. The first paper, "Towards meaningful participation: Organizing co-design practices to support researcher-teacher collaboration," considers how co-design practices can support teachers' meaningful participation in the design of educative curriculum materials. Co-design partnerships between university researchers and classroom teachers can produce new designs that transform teaching and learning, but these partnerships are situated within an educational landscape that has historically privileged researcher expertise. This design case focuses on the co-design partnership between four elementary computing teachers and four university researchers which aimed to design the Getting Unstuck curriculum for upper elementary classrooms. I draw on sociocultural learning theories to consider the co-design practices, finding that these practices can surface design tensions around negotiating teachers' existing routines, teachers' present needs, researchers' external reform agenda, and designing for possible futures. I then offer four questions for facilitators to consider when organizing more equitable and inclusive co-design practices. The second paper, "'Creative, helpful, and collaborative': Learning in community in an online professional learning experience for CS K-12 teachers," focuses on teachers' experiences in Getting Unstuck 2020, a two-week online professional learning experience built around the newly developed educative curriculum materials. K-12 computing teachers, who are often isolated within their school and lack formal training in teaching computing, have reported a desire for more accessible professional learning opportunities. Online workshops, at scale, can support teachers in connecting with one another as they develop fluency with programming. From July 6-17, 2020, 292 participants made at least one Scratch project, shared their projects with others in a public studio, commented on others' projects, and reflected on what they made. Drawing on social network analysis and a mixed-methods analysis of participants' comments and projects, I share case studies of two returning teachers and two newcomer teachers with different participation patterns. This article contributes to broader conversations about how to design large-scale online professional learning experiences which can support the needs of both newer and more experienced teachers. The third paper, "Getting unstuck together: Creating personally authentic programming projects in a 4th grade classroom," focuses on the experiences of one classroom that participated in the pilot of the curriculum materials. Many teachers want students to develop greater agency in working on projects and helping their peers, but it can be difficult to support student agency and opportunities for students to grapple with uncertainty within dominant school cultures that position teachers as authority figures looking for a single right answer. I draw on classroom observation and interview methods to explore how this fourth-grade classroom experienced moments of learning together, as students created Scratch programming projects. I consider three types of learning activities--remixing projects and ideas; asking for help and helping others; and talking about projects during morning meetings--and how these activities can support students in connecting with one another. When we reimagine computing classrooms as creative computing design studios, we create opportunities to support teachers in developing their pedagogical content knowledge, support all students in thriving, and co-construct knowledge within communities. And when learners develop fluency with programming, they can see the world--which is often mediated by technology--not only as it is, but as it might be. I demonstrate what is possible when we involve teachers and students more closely in the design and implementation of computing education reforms, positioning teachers as expert designers in relation to researchers while also acknowledging and supporting their role as co-learners in computing classrooms. By closely examining the complexities of learner interactions, I aim to further understandings of how any of us, across backgrounds, identities, and goals, might learn together. [The dissertation citations contained here are published with the permission of ProQuest LLC. 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