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Israel, Maya



Maya IsraelAssociate Professor
School of Teaching and Learning

College of Education
University of Florida
Physical Address: 2-208 Norman Hall
PO Box : 117048
Gainesville, FL 32611
Phone number: 352-273-4169
misrael@coe.ufl.edu

Research Biography

Maya Israel, Ph.D. is an associate professor of Educational Technology and Computer Science Education at the University of Florida. She is also the Director of the Kenneth C. Griffin CS Education for All Initiative and the Creative Technology Research Lab. Prior to entering higher education, Dr. Israel was a special education teacher. Her research focuses on strategies for supporting academically diverse learners’ meaningful engagement in computer science education and Universal Design for Learning (UDL). She is currently PI or co-PI on several grants including a National Research Foundation project that brings together researchers and educational leaders to address ways to make computer science education more inclusive to students with disabilities. Dr. Israel was a writer on the K-12 Computer Science Education Framework as well as the revisions of the Computer Science Teachers Association (CSTA) Standards for Computer Science Teachers. Lastly, Dr. Israel works with multiple school districts on systemic and classroom strategies to more equitably include students with disabilities in K-12 computer science education initiatives.

Degrees

Ph.D. in Special Education, 2009
University of Kansas

M.S.Ed. in Special Education, 2004
University of Kansas

B.A. in Elementary Education, 2001
Ottawa University

Key Professional Appointments

2021- present    Director, Kenneth C. Griffin Computer Science Education for All Initiative

2018-present     Associate Professor, Department of Educational Technology & Computer Science Education, School of Teaching and Learning, University of Florida

2014-present     Research Director, Creative Technology Research Lab (CTRL) https://ctrl.education.ufl.edu/

2017-2018        Associate Professor, Department of Special Education, University of Illinois at Urbana Champaign

2015-2018        Affiliate Appointment, Illinois Informatics Institute, University of Illinois at Urbana Champaign

2015-2018        Affiliate Appointment, Digital Environments for Learning, Teaching, and Agency (DELTA), University of Illinois at Urbana Champaign

2012-2017        Assistant Professor, Department of Special Education, University of Illinois at Urbana Champaign

Grants

2021-2024        Century, J. (Principal Investigator), Israel, M., Milenkovic, L. (Co-Principal Investigators). National Science Foundation, Computer Science for All ($300,000). Collaborative Research: Time4CS-ForAll: A Research Practice Partnership.  

2021-2023        Israel, M. (Principal Investigator). National Science Foundation, Computer Science for All. ($299,624). UDL4CS: Universal Design for Computer Science Learning: Partnership for Inclusive Elementary Computer Science Education.  

2020-2023        Asbell-Clarke, J., (Principal Investigator), Weintrop, D., Grover, S., Ke, F., Israel, M., & Burke, Q. (co-Principal Investigators). U.S. Department of Education, Office of Elementary & Secondary Education, Education Innovation and Research (EIR; $3,997,127). INFACT: Inclusion of Neurodiversity in Foundations and Applications of Computational Thinking.

2020-2021        Yadav, A. (Principal Investigator), Israel, M., & Bouck, E. (co-Principal Investigators). National Science Foundation, Early-concept Grants for Exploratory Research (EAGER; $299,936). Collaborative Research: Strategies for developing special education preservice teacher competencies in integrated mathematics + computing.

2019-2021        Boyer, K., Israel, M. (co-Principal Investigators). National Science Foundation, Improving Undergraduate STEM Education (IUSE; $87,070). CUE: Collaborative Research: Effective peer teaching across computing pathways.

2018-2020        M. Israel (Principal Investigator), L. Pitt, D. Franklin, A. Isaacs, & A. Binkowski. National Science Foundation, STEM +Computing Partnerships (STEM+C; $2,489,448) Learning Trajectories for Everyday Computing: Integrating Computational Thinking and Elementary Mathematics (LTEC-2).

2018-2021        Education Development Center (EDC), Israel, M., & Research Alliance for New York City Schools. Robin Hood Learning + Technology Fund ($300,000). Effective models for integrated computational thinking into New York City elementary schools.

2017-2020        J. Ginger (Principal Investigator), M. Israel, & L. Bievenue (Co-Principal Investigators). National Science Foundation Discovery Research K-12 ($669,253). Project MAPLE: Makerspaces Promoting Learning and Engagement.

2016-2019        M. Israel (Principal Investigator), G. Reese, & C. Heeren (Co-Principal Investigators). National Science Foundation, STEM +Computing Partnerships (STEM+C), Track 2: Research on Education and Broadening Participation ($599,829). CS for All: Engaging struggling learners in computer science instruction.

2016-2018        A. Isaacs (Principal Investigator), T. Binkowski, M. Israel, Rich, K., & C. Heeran (Co-Principal Investigators). National Science Foundation, STEM +Computing Partnerships (STEM+C), Track 1 ($1,200,000). Learning trajectories for Everyday Computing (LTEC).

Selected Publications

Books

Billingsley, B. B., Brownell, M., Israel, M., & Kamman, M. (2013). The Beginning Special Education Teacher’s Survival Guide. Jossey-Bass.

Chapters in Books

Israel, M., Chandler, L., Cobo, A., & Weisberg, L. (in press). Increasing access, participation, and inclusion within K-12 CS education through Universal Design for Learning and High Leverage Practices. In S. Sentence & N. Howard (Eds.), Computer science education (2nd ed.). Bloomsbury Publishing.

Israel, M. (2021). Equity principles for including learners with disabilities in K-12 CS education. In Understanding Computing Education (Vol 2): Equity, Diversity and Inclusion. Proceedings of the Raspberry Pi Foundation Research Seminars.

Israel, M. & Williams, J. (under review). Using assistive and instructional technologies. In J. McLuskey, L, Maheady, B. Billingsley, M. Brownell, & T. Lewis (Eds.) High Leverage Practices for Inclusive Classrooms. Second Edition. Routledge Publishing.

Israel, M., Marino, Yan, W., & Samuels, H. (in press). Using technology to support effective inclusive elementary schools. In J. McLeskey, F. Spooner, B. Algozzien, & N. L. Waldron (Eds). Handbook of Effective Inclusive Elementary Schools: Resesarch and Practice (2nd Edition). Routlage.

Israel, M., & Lash, T. (with contributions from Yan, W., Liu, R., & Luo, R). (2020). Universal Design for Learning in K-12 Programming. In S. Grover (Ed). Computer Science in K-12: An A to Z Handbook on Teaching Programming. (219-226). Palo Alto, CA: Edfinity.

Israel, M. (2019). Using assistive and instructional technologies. In J. McLuskey, L, Maheady, B. Billingsley, M. Brownell, & T. Lewis (Eds.) High Leverage Practices for Inclusive Classrooms (264-278). Routledge Publishing. 

Marino, M. T., Israel, M., Vasquez, E. Fisher, K. M., & Gallegos, B. (2019). Teaching and learning with technology. In A.S. Canestrari, & B.A. Marlowe (Eds.) The handbook of educational foundations: International perspectives (245-260). New York, NY: Wiley-Blackwell.

Israel, M., Shehab, S., & Wherfel, Q. (2018). Increasing science learning and engagement for academically diverse students through scaffolded scientific inquiry and Universal Design for Learning. In M. Koomen, S. Kahn, C. Atchinson, & T. Wild (Eds.). Towards inclusion of all learners in science teacher education (pp. 201-211). Sense Publishing.

National Framework Writing team including Israel, M.  (2017). The role of research in the development and future of the Framework in K-12 Computer Science Framework, led by the Association of Computing Machinery, Code.org, Computer Science Teachers Association, Cyber Innovation Center, and National Math and Science Initiative. Retrieved from http://www.k12cs.org.

Writing team including Israel, M.  (2017). Practices including Computational Thinking in K-12 Computer Science Framework, led by the Association of Computing Machinery, Code.org, Computer Science Teachers Association, Cyber Innovation Center, and National Math and Science Initiative. Retrieved from http://www.k12cs.org.

Journal Articles

Luo, F., Yan, W., Liu, R., & Israel, M. (in press). Elementary students’ understanding of variables in

computational thinking-integrated instruction: A mixed methods study. In Proceedings of the 53nd ACM Technical Symposium on Computer Science Education (pp. XXXX).

Yadav, A., Israel, M., Bouck, E., Cobo, A., & Samuals, J. (in press). Achieving CSforAll: Preparing special education teachers to bring computing to students with disabilities. In Proceedings of the 53nd ACM Technical Symposium on Computer Science Education (pp. XXXX).

Liu, T., & Israel, M., (in press). Uncovering students’ problem-solving process in a game-based learning environment. Computers & Education.

Israel, M., Kester, M., Williams, J., & Ray, M. (in press). K-12 teachers’ confidence in supporting students with disabilities in computer science education: The influence of instructional coaches. Transactions on Computing Education.

Luo, F., Israel, M., & Gane, B. (2022). Elementary computational thinking instruction and assessment: A learning trajectory perspective. ACM Transactions on Computing Education, 22(2), 1-26.

Strickland, C., Rich, K. M., Eatinger, D., Lash, T., Isaacs, A., Israel, M., & Franklin, D. (2021). Action fractions: The design and pilot of an integrated math+ CS elementary curriculum based on learning trajectories. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (pp. 1149-1155).

Sherwood, H., Yan, W., Liu, R., Martin, W., Adair, A., Fancsali, C., … & Israel, M. (2021). Diverse Approaches to School-wide Computational Thinking Integration at the Elementary Grades: A Cross-case Analysis. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (pp. 253-259).

Gane, B., Israel, M., Elagha, N., Yan, W., & Pellegrino, J. (2021). Design and validation of learning-trajectory based assessments for computational thinking in upper elementary grades. Computer Science Education, 1-25.

Israel, M., Chung, M. Y., Wherfel, Q. M., & Shehab, S. (2020). A descriptive analysis of academic engagement and collaboration of students with autism during elementary computer science. Computer Science Education, 30(4), 444-468.

Israel, M., Jeong, G., Ray, M., and Lash, T. (2020). Teaching elementary computer science through Universal Design for Learning. Proceedings of the 51st Association for Computing Machinery (ACM) Technical Symposium on Computer Science Education (pp. 1220-1226).

Luo, F., Israel, M., Liu, R., Yan, W., Gane, B., and Hampton, J. (2020). Understanding students’ computational thinking through cognitive interviews: A learning trajectory-based analysis. Proceedings of the 51st Association for Computing Machinery (ACM) Technical Symposium on Computer Science Education (pp. 919-925).

Israel, M., & Lash, T. A. (2020). From classroom lessons to learning trajectories: Mathematics + computational thinking. Interactive Learning Environments, 1-21.

Israel, M., Ray, M. J., Maa, W. C., Jeong, G., Lee, C., Lash, T., & Do, V. (2018). School embedded and district-wide instructional coaching in K-8 computer science: Implications for including students with disabilities. Journal of Technology and Teacher Education, 26(3), 471-501.

Ray, M., Israel, M., Lee, C., & Do, V. (2018). A cross-case analysis of instructional strategies to support participation of K-8 students with disabilities in CS for All. Proceedings of the 49th Association for Computing Machinery (ACM) Technical Symposium on Computer Science Education (900-905). ACM.

Israel, M., Shehab, S., Wherfel, Q., Melvin, O., & Lash, T. (2017). Describing elementary students’ interactions in K-5 puzzle-based computer science environments using the Collaborative Computing Observation Instrument (C-COI). In Proceedings of the 2017 ACM Conference on International Computing Education Research (pp. 110-117). ACM.

Israel, M., & Ray, M. (2017). Practical strategies for including students with learning and cognitive disabilities in K-8 computer science, CSTA Voice, 13(3), 6-7.

Israel, M. Wherfel, Q., Shehab, S., Ramos, E., Metzger, A., & Reese, G. (2016). Assessing collaborative computing: Development of the Collaborative-Computing Observation Instrument (C-COI). Computer Science Education, 26(2-3), 208-233.

Ladner, R., & Israel, M. (2016). “For all” in “computer science for all”. Communications of the ACM, 59(9), 26-28.

Snodgrass, M. R., Israel, M. & Reese, G. (2016). Instructional supports for students with disabilities in K-5 computing: Findings from a cross-case analysis. Computers & Education. 100, 1-17.

Israel, M., Wang, S., & Marino, M. T. (2015). A multilevel analysis of diverse learners playing life science video games: Interactions between gaming content, learning disability status, reading proficiency, and gender. Journal of Research in Science Teaching, 53(2), 324-345.

Israel, M., Wherfel, Q., Pearson, J., Shehab, S., & Tapia, T. (2015). Empowering K-12 students with disabilities to learn computational thinking and computer programming. TEACHING Exceptional Children, 48(1), 45-53.

Israel, M., Pearson, J., Tapia, T., Wherfel, Q., & Reese, G. (2015). Supporting all learners in school-wide computational thinking: A cross case analysis. Computers & Education, 82, 263-279. DOI: 10.1016/j.compedu.2014.11.022

Israel, M., Kamman, M., McCray, E., & Sindelar, P. (2014). Mentoring in action: The interplay between professional assistance, emotional support, and teacher evaluation. Exceptional Children, 81(1), 45-63.

Marino, M. T., Gotch, C. M., Israel, M., Vasquez, E., & Basham, J. (2014). UDL in the middle school science classroom: Can video games and alternate text heighten engagement and learning for students with learning disabilities? Learning Disabilities Quarterly, 37(2), 87-99.

Israel, M., Marino, M., Basham, J., & Spivak, W. (2013). 5th graders as app designers: How diverse learners conceptualize educational apps. Journal of Research on Technology in Education, 46(1), 53-80.

Israel, M., Carnahan, C., Snyder, K., & Williamson, P. (2013).  Supporting the induction of teachers of students with autism spectrum disorders through virtual coaching: A conceptual framework. Remedial and Special Education, 34(4), 195-204. DOI: 10.1177/0741932512450517.

Marino, M. T., Israel, M., Beecher, C. C., & Basham, J. D. (2013). Students’ and teachers’ perceptions of using video games to enhance science instruction. Journal of Science Education and Technology, 22(5), 667-680.

Israel, M., Maynard, K., & Williamson, P. (2013). Promoting literacy-embedded authentic STEM instruction for students with disabilities and other struggling learners. TEACHING Exceptional Children (Special STEM Issue), 45(4), 18-25.