@inproceedings{franklin_getting_2015,
	address = {New York, NY, USA},
	series = {{SIGCSE} '15},
	title = {Getting {Started} in {Teaching} and {Researching} {Computer} {Science} in the {Elementary} {Classroom}},
	isbn = {978-1-4503-2966-8},
	url = {http://doi.acm.org/10.1145/2676723.2677288},
	doi = {10.1145/2676723.2677288},
	abstract = {The recent growth of interest in computer science has created a movement to more readily introduce computer science in K-12 classrooms. However, little research exists on how to successfully bring computer science to lower grade levels. In this paper, we present advice for researchers and curriculum developers who are getting started working with computer science in elementary schools. Specifically, we focus on practical tips for studies of this nature, developed from our experiences piloting a computational thinking curriculum with 4th-6th grade students. We address issues arising in elementary school classrooms such as recruiting and interfacing with teachers and schools, classroom management strategies, student computer literacy and developmental stages, and curriculum life cycles.},
	urldate = {2017-02-06},
	booktitle = {Proceedings of the 46th {ACM} {Technical} {Symposium} on {Computer} {Science} {Education}},
	publisher = {ACM},
	author = {Franklin, Diana and Hill, Charlotte and Dwyer, Hilary and Iveland, Ashley and Killian, Alexandria and Harlow, Danielle},
	year = {2015},
	note = {00004},
	pages = {552--557}
}

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