Ain Grooms

Explores how computer science education (CSEd) became part of the US federal education agenda, focusing on the transition from being overlooked in educational policies to becoming a priority, notably through initiatives like Computer Science for All. Examines how business and industry have, and continue to, “push” computer science education in public schools across the country.

Examines how K-12 principals made decisions to best support their students and school communities during the transition to remote/virtual learning in the immediate aftermath of the COVID-19 pandemic school closures. Findings indicate that principals understood the broad, societal effects of the pandemic on their students, beyond the impact of school closures. Discusses implications for understanding the pandemic's impact on school leadership and organizational culture.

Examines how educators of color in the state of Iowa perceive and experience racialized school climates and how these racialized school climates support or hinder their job satisfaction and sense of belonging. Findings show that educators of color who feel affirmed in workplaces that are also committed to equity and justice may be inclined to stay, rather than leaving the profession.

Investigates strategies implemented by a community to address chronic absenteeism in schools. Findings suggest that districts and schools should consider partnering with external organizations to enhance attendance initiatives. Provides recommendations for policy and practice, as well as a research framework for studying interventions aimed at combating chronic absenteeism.