Using Online Practice Spaces to Investigate Challenges in Enacting Principles of Equitable Computer Science Teaching
Using Online Practice Spaces to Investigate Challenges in Enacting Principles of Equitable Computer Science Teaching
复制标题
利用在线实践空间来调查制定公平计算机科学教学原则中的挑战
DOI：
10.1145/3159450.3159503
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
J. Reich
中科院分区：
文献类型：
--
作者：
Kevin Robinson;Keyarash Jahanian;J. Reich
公平是许多计算机科学教师培训项目的核心组成部分。一个有希望的方法是解决教师无意识的偏见，这可能会影响教师的期望和与学生的互动。由于早期干预文献表明，要求个人抑制偏见会适得其反，我们的工作使用在线交互式案例研究作为实践空间，专注于可能受无意识偏见影响的教学决策。我们的初步研究结果表明，当嵌入教师预备课程时，实践空间产生了丰富的学习机会，我们的分析深入了解了信仰或偏见如何干扰公平原则，如破坏预备特权。
Equity is a core component of many computer science teacher preparation programs. One promising approach is addressing unconscious bias in teachers, which may impact teacher expectations and interactions with students. Since early intervention literature indicates that asking individuals to suppress biases is counterproductive, our work uses online interactive case studies as practice spaces to focus on teaching decisions that may be impacted by unconscious bias. Our initial findings indicate that when embedded within teacher preparation programs, practice spaces produce rich learning opportunities, and our analysis yields insights into how beliefs or biases may interfere with principles of equity like disrupting preparatory privilege.