#376: Navigating Boundaries in Research–Practice Partnerships: Integrating Computing in Elementary Education

Integrating computer science (CS) at the elementary level is critical for broadening participation in STEM, yet these efforts face barriers such as limited teacher expertise, curricular misalignment, and institutional turnover. Research–practice partnerships (RPPs) offer a promising model for addressing these challenges, but little is known about how they evolve in practice. This study examines a five-year RPP in a mid-Atlantic state in the USA focused on implementing the CSTA K–12 Computer Science Standards in grades 3–5. Using mixed methods—surveys (n=53), interviews (n=15), and document analysis—we examine both the partnership’s planned design and its enacted evolution through Farrell et al.’s (2022) Learning at the Boundaries framework. Findings show that while institutional pillars weakened, teacher leaders and flexible boundary practices sustained progress, generating teacher growth, student engagement, and a public repository of lessons. The study extends the boundary framework by highlighting the fragility of institutional spanners and the importance of adaptability in sustaining and scaling outcomes.