Project, District and Teacher Levels: Insights from Professional Learning in a CS RPP Collaboration
Project, District and Teacher Levels: Insights from Professional Learning in a CS RPP Collaboration
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项目、地区和教师级别：CS RPP 合作中专业学习的见解
DOI：
10.1145/3408877.3432519
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Feliciano, Bernardo
中科院分区：
文献类型：
--
作者：
Ni, Lijun;Martin, Fred;Bausch, Gillian;Benjamin, Rebecca;Hsu, Hsien-Yuan;Feliciano, Bernardo
本文介绍了一个由美国国家科学基金会资助的研究人员-从业人员伙伴关系（RPP）项目的经验报告。基于美国东北部两所公立研究型大学和三个城市学区之间的合作，该项目的目标是在这些地区建立制度化的中学计算机科学课程。计算机科学课程将数字素养技能作为学习计算机科学的一个组成部分，并以学生开发提供社会和社区利益的移动应用程序为基础。在这里，我们分享了项目第一年的专业学习过程，该过程是迭代开发的，并根据2020年春季的紧急情况动态调整为远程格式。本文包括对来自教师参与者的三个数据集的分析：(1)他们对项目性质的问题，我们将其分为三个层次：项目，地区和教师层次。这些问题在项目合作伙伴的不同群体之间架起了桥梁；(2)对半数以上教师参与的半结构化访谈对话进行分析；(3)教师调查反馈。我们的研究结果包括两个建议：RPP项目引出教师的问题来阐明所确定的三个层次，并使用策略让教师参与设计计算机科学教学的专业学习过程。
This paper presents an experience report from an NSF-funded researcher-practitioner partnership (RPP) project. Based on a collaboration among two public research universities and three urban school districts in the Northeast USA, the goal of the project is to establish an institutionalized middle school computer science curriculum in the districts. The CS curriculum incorporates digital literacy skills as an integral aspect of learning computer science, and is based on students developing mobile apps that provide social and community good. Here, we share our professional learning process during the project's first year, which had been developed iteratively and dynamically adjusted to a remote format in response to exigencies of Spring 2020. The paper includes analysis of three data sets from teacher-participants: (1) their questions about the nature of the project, which we categorized into three levels: project, district and teacher levels. These questions bridge the visions and knowledge among different groups of the project partners; (2) analysis of semi-structured interview conversations with more than half of the teacher-participants; and (3) teacher survey responses. Our findings include two recommendations: that RPP projects elicit teacher questions to illuminate the three levels identified, and use strategies that engage teachers in designing a professional learning process for teaching computer science.
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