Conference Proceedings
Wagh, A., Rosenbaum, L. F., Eloy, A., Fuhrmann, T., Henrique, B., Blikstein, P., & Wilkerson, M. H. (2025). Designing for Discourse: Enacting Responsive Teaching through Code Reflections in a Computational Modeling Unit. In Proceedings of the 19th International Conference of the Learning Sciences-ICLS 2025, pp. 377-385. International Society of the Learning Sciences. [Link]
Henrique, B. (2025, February). Exploring Critical CS Teacher Education Program Design Through a Science and Technology Studies Approach [Conference Paper]. Special Interest Group in Computer Science Education Symposium, Pittsburgh, PA, United States. [Link]
Henrique, B. (2024, June). “An act of a revolution”: Critical Learning Trajectories in a Pre-service Teacher Computer Science Course [Conference Paper]. International Society of Learning Sciences, Buffalo, NY, United States. [Link]
Conference Presentations
Henrique, B. (2024, April). Understanding How Elementary School PSTs Integrate CS Concepts Into Their Teaching Practice [Roundtable]. American Education Research Association Annual Meeting, Philadelphia, PA, United States.
Henrique, B. (2024, April). Exploring K-12 Teachers’ Trajectories of Engagement with Critically Conscious Computing [Graduate Student Research Competition]. Special Interest Group in Computer Science Education Symposium, Portland, OR, United States. ( FIRST PLACE IN GRADUATE STUDENT RESEARCH COMPETITION) [Link]
Henrique, B., Whittle, R. (2019, March). Voicing the Local: University-Community Partnerships in the Digital Age [Conference Session]. UC Links International Conference, Berkeley, CA, United States. [Link]
Workshops & Demos
Fuhrmann, T., Henrique, B. (2023, October). MoDa: Exploring Computational Modeling from a Constructionist Perspective [Conference Workshop]. FabLearn Conference, New York, NY, United States.
Other Publications
Henrique, B., Roberto, C., Wilkerson, MH. (2022). Who creates our computational worlds? A review of Critically Conscious Computing: Methods for secondary education. International Journal of Child-Computer Interaction, 35, 100546. [Link]