Equity in the Who, How and What of Computer Science Education: K12 School District Conceptualizations of Equity in ‘CS for All’ Initiatives
Equity in the Who, How and What of Computer Science Education: K12 School District Conceptualizations of Equity in ‘CS for All’ Initiatives
复制标题
DOI：
10.1109/respect46404.2019.8985901
复制
发表时间：
2019-02
期刊：
影响因子：
--
通讯作者：
Rafi Santo;Leigh Ann Delyser;June Ahn;Anthony Pellicone;Julia Aguiar;Stephanie B. Wortel-London
中科院分区：
文献类型：
--
作者：
Rafi Santo;Leigh Ann Delyser;June Ahn;Anthony Pellicone;Julia Aguiar;Stephanie B. Wortel-London
公平可以说是计算机科学教育(CSED)社区内达成一致的价值，在通过新兴的“全民CS”倡议在K12环境下普及CSED的努力中，可能更是如此。然而，利益相关者在提到公平时往往有不同的含义，这对学校的CS教与学具有重要的影响。在这篇文章中，我们探讨了K12学区行为者对公平的概念如何在他们的地区范围CSED倡议的规划和实施中体现出来的问题。根据旨在支持和研究全区CSED倡议的研究-实践伙伴关系，所提供的数据--与地区教师的访谈、地区规划文件、会议记录和实地观察--来自五个参与学区，他们在11个月的时间里在愿景设定、课程、专业发展、领导努力和使用有关实施的成型数据等领域做出决定和实施活动。通过CSED文献中的公平框架分析这些数据，我们强调了三种截然不同但相互关联的方法，即地区行为者在其CSED计划中将公平概念化：(1)计算机科学面向谁的公平，(2)计算机科学教学方式的公平，以及(3)计算机科学教学内容的公平。数据显示，这些不同的概念化导致了不同类型的地区关于CSED的决策。我们讨论了这些发现对以公平为导向的计算机科学教育研究人员的影响，以及它们对致力于支持公平计算机科学教育的政策制定者和教育领导人有什么启示。
Equity is arguably an agreed upon value within the Computer Science education (CSed) community, and perhaps even more so within efforts to universalize access to CSed within K12 settings through emerging ‘CS for All’ initiatives. However, stakeholders often mean different things when referring to equity, with important implications for what CS teaching and learning looks like in schools. In this paper, we explore the question of how K12 school district actors’ conceptualizations of equity manifest within their planning and implementation of district-wide CSed initiatives. Based on a research-practice partnership aimed at supporting and researching district-wide CSed initiatives, data presented - interviews with district faculty, district planning documents, meeting transcripts and field observations - were drawn from five participating school districts as they made decisions and enacted activities over 11 months in areas including vision-setting, curriculum, professional development, leadership efforts and use of formative data about implementation. Analyzing these data through equity frameworks found in CSed literature, we highlight three distinct but interconnected ways that district actors conceptualized equity within their CSed initiatives: (1) equity in who Computer Science is for, (2) equity in how Computer Science is taught, and (3) equity in what Computer Science is taught. Data show that these varied conceptualizations resulted in different kinds of decisions about CSed in districts. We discuss the implications of these findings in terms of their relevance to equity-oriented CS education researchers, and what lessons they hold for policy-makers and education leaders engaged in their own efforts to support equitable computer science education.