Georgia Computes! An Intervention in a US State, with Formal and Informal Education in a Policy Context
Georgia Computes! An Intervention in a US State, with Formal and Informal Education in a Policy Context
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佐治亚州计算！
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Shelly Engelman
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文献类型：
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作者：
M. Guzdial;Barbara Ericson;Tom Mcklin;Shelly Engelman
格鲁吉亚电脑！（GaComputes）是一个为期六年（2006- 2012）的项目，旨在改善美国格鲁吉亚州的计算机教育，由国家科学基金会资助。GaComputes的目标是扩大对计算的参与，特别是吸引更多代表性不足的群体，包括妇女，非洲裔美国人和西班牙裔美国人。GaComputes的干预措施是多方面和广泛的：夏令营和4 - 12年级学生的课后/周末课程，中学教师的专业发展，以及中学后教师的专业发展。所有这些努力都由一个外部团队（由第三和第四作者领导）进行了仔细评估，该团队为我们提供了一个非常详细的视图，以了解整个地区（约59，000平方英里，约990万居民）的计算教育干预。我们的数据集包括来自2,000多名参加课后或周末研讨会的学生，500多名参加专业发展的中学教师，120名参加专业发展的中学后教师，以及2,000多名参加夏令营的学生的评估。GaComputes评估提供了深入了解干预措施的细节以及对学生动机和学习的影响。在这篇文章中，我们描述了这些评估的结果，并介绍了如何GaComputes扩大参与计算在格鲁吉亚通过直接干预和间接支持其他项目。
Georgia Computes! (GaComputes) was a six-year (2006--2012) project to improve computing education across the state of Georgia in the United States, funded by the National Science Foundation. The goal of GaComputes was to broaden participation in computing and especially to engage more members of underrepresented groups which includes women, African Americans, and Hispanics. GaComputes’ interventions were multi-faceted and broad: summer camps and after-school/weekend programs for 4th--12th grade students, professional development for secondary teachers, and professional development for post-secondary instructors faculty. All of the efforts were carefully evaluated by an external team (led by the third and fourth authors), which provides us with an unusually detailed view into a computing education intervention across a region (about 59K square miles, about 9.9 million residents). Our dataset includes evaluations from over 2,000 students who attended after-school or weekend workshops, over 500 secondary school teachers who attended professional development, 120 post-secondary teachers who attended professional development, and over 2,000 students who attended a summer day (non-residential) camp. GaComputes evaluations provide insight into details of interventions and into influences on student motivation and learning. In this article, we describe the results of these evaluations and describe how GaComputes broadened participation in computing in Georgia through both direct interventions and indirect support of other projects.