Towards Institutional Change: Supporting District-level Praxeological Shifts in Integrated Computing Instruction through a Research-Practice Partnership

This paper draws on a Research-Practice Partnership in which we introduced organizational routines (ORs) involving co-design and co-reflection cycles for teachers and coaches to integrate computational thinking (CT) into math and science instruction.Using thematic analysis of educator interviews and class observation notes, we characterize coaches as co-designers and brokers for supporting boundary crossings of integrated CT knowledge and practice within and across schools, and advancing shifts away from techno-centric to learnercentric perspectives on design.