A Landscape Study of Computer Science Education in NYC: Early Findings and Implications for Policy and Practice
A Landscape Study of Computer Science Education in NYC: Early Findings and Implications for Policy and Practice
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纽约市计算机科学教育概况研究：早期发现以及对政策和实践的启示
DOI：
10.1145/3159450.3159467
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
R. Cole
中科院分区：
文献类型：
--
作者：
C. Fancsali;Linda Tigani;Paulina Toro Isaza;R. Cole
纽约市的全民计算机科学(CS4All)是一项为期10年的全区倡议，旨在为纽约市所有公立学校的学生提供高质量的计算机科学(CS)教育。它渴望极大地增加在纽约市接触CS的学生、教师和学校的数量，并提供有意义的学习经验，建立在每个年级之前的接触和技能的基础上。这些计划包括为大约5,000名教师提供高质量的专业发展(PD)，旨在帮助他们学习CS教育的新课程和教学方法，以及将CS整合到现有课程中的策略。本文介绍了在CS4All倡议的第二年对纽约市CS进行的评估结果。通过对具有代表性的学校的电话调查，我们描述了伦敦金融城CS编程和培训的现状。整体而言，我们发现学生普遍参与CS师资培训(不论是透过或独立于该计划)，并普遍提供CS课程。具体而言，我们估计在2015-16学年，全区刚过半数的学校(56%)曾参加某种类型的CS培训，而约三分之二的学校(%)在2016-17学年为学生提供某种形式的CS课程(透过独立的CS课程或将CS融入其他科目)。方案编制和培训的类型因学校级别(小学、中学和高中)而异。我们还探讨了方案编制和培训在多大程度上惠及了传统上在CS中任职人数偏低的学校和学生--包括妇女和女童、有色人种学生、低收入学生和残疾学生。我们发现，与不提供CS课程和活动的学校相比，开设CS课程和活动的学校为黑人和拉丁裔学生提供的服务较少，而为白人和亚洲学生提供的服务较多。这项工作是独一无二的，因为这是迄今为止在全国任何地方进行的唯一一次全区范围的CS教育评估，从而增加了一个研究不足但重要且不断增长的研究领域
NYC's Computer Science for All (CS4All) is a 10-year, districtwide initiative aimed at providing high-quality computer science (CS) education to all NYC public school students. It aspires to greatly increase the number of students, teachers, and schools exposed to CS in NYC, and to offer meaningful learning experiences that build on prior exposure and skills at every grade level. These plans include providing high-quality professional development (PD) to some 5,000 teachers, designed to help them learn new programs and pedagogies in CS education, as well as strategies for integrating CS into existing courses. This paper presents findings from an assessment of CS in NYC, conducted in the second year of the CS4All initiative. Using a telephone survey of a representative sample of schools, we describe the current state of CS programming and training in the City. Overall, we found high participation in CS teacher training opportunities (both through and independent of the initiative) and widespread offering of CS courses Specifically, we estimate just over half of schools districtwide (56%) participated in some type of CS training in the 2015-16 school year, and about two thirds of schools (64%) offered students some kind of CS coursework in the 2016-17 school year (through either stand-alone CS courses or the integration of CS into other subjects). The type of programming and training varied by school level (elementary, middle and high). We also explored the extent to which programming and training are reaching schools and students who are historically underrepresented in CS--including women and girls, students of color, low-income students and students with disabilities. We found that schools offering CS courses and activities served fewer Black and Latino students and more White and Asian Students, compared with schools not offering CS. This work is unique, as it is the only districtwide assessment of CS education conducted anywhere in the country to date, thus adding to an under-researched but important and growing field of study