Prof. Bers has published over 200 peer-reviewed academic papers, conference proceedings and book chapters. Many of this publications are written with her students and collaborators. To access them, click here.
Bers, M., A. Strawhacker and A. Sullivan (2022), “The state of the field of computational thinking in early childhood education”, OECD Education Working Papers, No. 274, OECD Publishing, Paris, https://doi.org/10.1787/3354387a-en.
Strawhacker, A., Relkin, E., Bers, M.U. (2022). Designing an Adaptive Assessment for Preschool Children’s Robotics Knowledge. Educational Designer, 4(15). ISSN 1759-1325. Retrieved from: http://www.educationaldesigner.org/ed/volume4/issue15/article60/
Unahalekhaka, A., & Bers, M. U. (2022). Clustering Young Children’s Coding Project Scores with Machine Learning. 2022 IEEE Global Engineering Education Conference (EDUCON), 79–85. https://doi.org/10.1109/EDUCON52537.2022.9766579
Strawhacker, A., Govind, M., & Bers, M. U., (2022, April 21-26). Understanding the Experiences of Early Childhood Professionals’ Navigation of Remote Teaching and Learning With Technology [Paper Presentation]. American Educational Research Association (AERA) Annual Meeting. San Diego, CA. https://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository
Bers, M.U. (2022) Beyond Coding: How Children Learn Human Values through Programming. Cambridge, MA: The MIT Press.
Unahalekhaka, A., Bers, M.U. (2022). Evaluating young children’s creative coding: rubric development and testing for ScratchJr projects. Educ Inf Technol. https://doi.org/10.1007/s10639-021-10873-w
Bers, M., Govind, M., & Relkin, E. (2021) Coding as Another Language: Computational Thinking, Robotics, and Literacy in First and Second Grade. in Ottenbreit-Leftwich, A., & Yadav, A. (2021). Computational Thinking in PreK-5: Empirical Evidence for Integration and Future Directions. ACM and the Robin Hood Learning + Technology Fund, New York, NY
Govind, M. & Bers, M. (2021). Assessing Robotics Skills in Early Childhood: Development and Testing of a Tool for Evaluating Children’s Projects. Journal of Research in STEM Education, 7(1).
Bers, M. (2021). Coding, robotics and socio-emotional learning: developing a palette of virtues PIXEL-BIT. Revista de Medios y Educación, 62, 309-322.
Bers, M. (Ed.). (2021). Teaching Computational Thinking and Coding to Young Children. IGI Global. http://doi:10.4018/978-1-7998-7308-2
de Ruiter, L. E. & Bers, M. U. (2021). The Coding Stages Assessment: development and validation of an instrument for assessing young children’s proficiency in the ScratchJr programming language. Computer Science Education. DOI: 10.1080/08993408.2021.1956216
Sullivan, A., & Strawhacker, A. (2021). Screen-Free STEAM: Low-Cost and Hands-on Approaches to Teaching Coding and Engineering to Young Children. In S. Garvis & C. Cohrssen (Eds.), Embedding STEAM in Early Childhood Education and Care (pp. 87-113). Palgrave Macmillan, Cham.
Unahalekhaka, A., & Bers, M. U. (2021). Taking coding home: Analysis of ScratchJr usage in home and school settings. Educational Technology Research and Development. https://doi.org/10.1007/s11423-021-10011-w
Relkin E. &, Bers, M. (2021). TechCheck-K: A Measure of Computational Thinking for Kindergarten Children. In 2021 IEEE Global Engineering Education Conference (EDUCON). IEEE. pp. 1696-1702, https://doi.org/10.1109/EDUCON46332.2021.9453926.