Programming in the Primary Grades demystifies teaching core content through programming. Without becoming a step by step guide, the text helps teachers visualize and implement learning activities that build on the engagement and excitement students’ experience when they are programming. While the focus of the book is programming, it isn’t about the technology. Dr. Patterson helps teachers visualize and plan engaging and empowering lessons that use programming as a way for students to share their developing understanding of a subject. Whether you have no tech or a full one to one program, Programming in the Primary Grades will get you programming with your kids in no time.

In the last decade, programming and computational thinking (CT) have been introduced on a large scale in school curricula and standards all over the world. In countries such as the UK, a new school subject—computing—was created, whereas in countries such as Sweden, programming was included in existing subjects, notably mathematics and technology education. The introduction of programming and CT in technology education implies a particular relationship between programming and technology. Programming is usually performed with technological artefacts—various types of computers—and it can also be seen as a specific branch of engineering. This book analyses the background to and current implementation of programming and computational thinking in a Swedish school technology context, in relation to international developments. The various chapters deal with pertinent issues in technology education and its relation to computers and computing, for example, computational thinking and literacy, teachers’ programming competence, and computational thinking, programming, and learning in technology education. The book includes examples from educational research that could also be used as inspiration for school teaching, teacher education and curriculum development.

The Code of Federal Regulations is the codification of the general and permanent rules published in the Federal Register by the executive departments and agencies of the Federal Government.

ActionScript 3.0 is a huge upgrade to Flash's programming language. The enhancements to ActionScript's performance, feature set, ease of use, cleanliness, and sophistication are considerable. Essential ActionScript 3.0 focuses on the core language and object-oriented programming, along with the Flash Player API.Essential ActionScript has become the #1 resource for the Flash and ActionScript development community, and the reason is the author, Colin Moock. Many people even refer to it simply as "The Colin Moock book." And for good reason: No one is better at turning ActionScript inside out, learning its nuances and capabilities, and then explaining everything in such an accessible way. Colin Moock is not just a talented programmer and technologist; he's also a gifted teacher. Essential ActionScript 3.0 is a radically overhauled update to Essential ActionScript 2.0. True to its roots, the book once again focuses on the core language and object-oriented programming, but also adds a deep look at the centerpiece of Flash Player's new API: display programming. Enjoy hundreds of brand new pages covering exciting new language features, such as the DOM-based event architecture, E4X, and namespaces--all brimming with real-world sample code. The ActionScript 3.0 revolution is here, and Essential ActionScript 3.0's steady hand is waiting to guide you through it. Adobe Developer Library is a co-publishing partnership between O'Reilly Media and Adobe Systems, Inc. and is designed to produce the number one information resources for developers who use Adobe technologies. Created in 2006, the Adobe Developer Library is the official source for comprehensive learning solutions to help developers create expressive and interactive web applications that can reach virtually anyone on any platform. With top-notch books and innovative online resources covering the latest in rich Internet application development, the Adobe Developer Library offers expert training and in-depth resources, straight from the source.

The first and only comprehensive review of current early childhood development theory, practices, policies, and the science behind them This unique and important bookprovides a comprehensive overview of the current theory, practices, and policies in early childhood development withinthe contexts of family, school, and community, and society at large. Moreover, it synthesizes scientifically rigorous research from an array of disciplines in an effort to identify the most effective strategies for promoting early childhood development. Research into childhood development is booming, and the scientific knowledge base concerning early childhood development is now greater than that of any other stage of the human life span. At the same time, efforts to apply that knowledge to early childhood practices, programs, and policies have never been greater or more urgent. Yet, surprisingly, until The Handbook of Early Childhood Development Programs, Practices, and Policies, there was no comprehensive, critical review of the applied science in the field. The book begins with in-depth coverage of child and family approaches. From there it moves onto a consideration of school- and community-based strategies. It concludes with a discussion of current social policies on health and development in early childhood and their implications. Provides a comprehensive overview of the state of the knowledge base, along with guidance for the future of the field Examines the underlying theory and basic science guiding efforts to promote early childhood development Critically reviews the strength of the empirical support for individual practices, programs, and policies Explores key opportunities and barriers policymakers and practitioners face when implementing various approaches Pays particular attention to socioeconomically disadvantaged and other disenfranchised populations The Handbook of Early Childhood Development Programs, Practices, and Policies is a valuable resource for practitioners, scholars, graduate students, and advanced undergraduate students across the social sciences who are interested in strengthening their understanding of current strategies for promoting early childhood development and the science informing those strategies.

While the growth of computational thinking has brought new awareness to the importance of computing education, it has also created new challenges. Many educational initiatives focus solely on the programming aspects, such as variables, loops, conditionals, parallelism, operators, and data handling, divorcing computing from real-world contexts and applications. This decontextualization threatens to make learners believe that they do not need to learn computing, as they cannot envision a future in which they will need to use it, just as many see math and physics education as unnecessary. The Handbook of Research on Tools for Teaching Computational Thinking in P-12 Education is a cutting-edge research publication that examines the implementation of computational thinking into school curriculum in order to develop creative problem-solving skills and to build a computational identity which will allow for future STEM growth. Moreover, the book advocates for a new approach to computing education that argues that while learning about computing, young people should also have opportunities to create with computing, which will have a direct impact on their lives and their communities. Featuring a wide range of topics such as assessment, digital teaching, and educational robotics, this book is ideal for academicians, instructional designers, teachers, education professionals, administrators, researchers, and students.