With links to resources
Buechley, L., Eisenberg, M. and Elumeze, N. (2007) Towards a Curriculum for Electronic Textiles in the High School Classroom. In Proceedings of the Conference on Innovation and Technology in Computer Science Education (ITiCSE), Dundee, Scotland, June 2007.
Buechley, L., Elumeze, N., Dodson, C., and Eisenberg, M. (2005). Quilt Snaps: A Fabric Based Computational Construction Kit. In Proceedings of IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE), Tokushima, Japan, November 2005.
Buechley, L. and Hill, B. M. 2010. LilyPad in the Wild: How Hardware’s Long Tail is Supporting New Engineering and Design Communities. In Proceedings of Designing Interactive Systems (DIS), Aarhus, Denmark, 199-207.
Eisenberg, M., Buechley, L., and Elumeze, N. (2004). Computation and Construction Kits: Toward the Next Generation of Tangible Building Media for Children. In Proceedings of Cognition and Exploratory Learning in the Digital Age (CELDA), Lisbon, Portugal, December 2004.
Eisenberg, M. and Buechley, L. (2008). Pervasive Fabrication: Making Construction Ubiquitous in Education. Upcoming in Journal of Software. (Invited submission)
Klemmer, S. and Landay, J. (2009). Toolkit Support for Integrating Physical and Digital Interactions. Human-Computer Interaction, vol 24, pp.315-366.
Marcu, G., Kaufman, S.J., Lee J.K., Black, R.W., Dourish, P., Hayes, G.R., Richardson, D.J. Design and Evaluation of a Computer Science and Engineering Course for Middle School Girls. In Proceedings of SIGCSE, 2010.
Rusk, N., Resnick, M., Berg, R., & Pezalla-Granlund, M. (2008). New Pathways into Robotics: Strategies for Broadening Participation. Journal of Science Education and Technology, vol. 17, no. 1, pp. 59-69.
Schweikardt, E. and Gross, M. (2009). Designing Systems to Design Themselves. In Proceedings of SIGCHI, Boston, Massachusetts, USA, April 2009.
Wyeth, P.  How Young Children Learn to Program with Sensor, Action, and Logic Blocks. Journal of the Learning Sciences, 17:4
More documentation to come, but here is the presentation.
In thinking about the idea of creating an interactive book of psuedocode for mini-thesis, this article is hits upon one of the main reasons why science and math (re: coding) have such an inaccessible point of entry for most people:
“That notion — that you either have the gift or you don’t — “is particularly damaging in science because the reality of science is you’re basically always failing,” said Mr. Pellathy, who has a Ph.D. in physics.”
It mentions numerous other factors as well, but this is a key point that strikes people at a psychological level: if this is not overcome, further learning is easily disarmed. While my audience is not necessarily going to be K-12 or novice coders, this article hits the foundation of why most people have trepidation when approaching code in general.
Also, this will be the first of many articles I will post in an attempt to get all my research in one place. Here’s to it: http://www.post-gazette.com/pg/11079/1133328-84.stm