Computer Science for Equity: Teacher Education, Agency, and Statewide Reform
Computer Science for Equity: Teacher Education, Agency, and Statewide Reform
复制标题
DOI：
10.3389/feduc.2019.00162
复制
发表时间：
2020-01-21
影响因子：
2.3
通讯作者：
Hook, James
中科院分区：
文献类型：
--
作者：
Goode, Joanna;Skorodinsky, Max;Hook, James
本文报道了在俄勒冈州全州范围内的“计算机科学为所有人”的倡议，旨在民主化高中计算机科学和扩大参与的学术科目，这是全国最隔离的学科之一，在种族和性别方面。由于没有全州范围内的政策来支持计算教学，俄勒冈州的计算机科学教育遗产的特点是参与率低，代表性不足的学生的比率远远低于已经令人沮丧的全国比率。本文概述的研究重点是教师教育如何支持教育工作者发展知识和机构，并影响政策和实践，扩大参与计算。特别是，这项研究试图了解两个问题。首先，教师如何体验以公平为中心的专业发展，为教授计算机科学入门课程做准备？第二，本研究质疑，教师如何理解自己的机构在影响政策和做法，扩大在他们的具体学校和教室的参与？为了回答这些问题，本调查采用了混合方法的方法，从调查，观察和采访数据的两个队列的教师谁参加了探索计算机科学专业发展计划。为了展示学校环境的多样性和在地方和地方为基础的政策和做法，三个教师案例研究，说明如何个别教师，在不同的地理和人口环境，建立包容性的计算机科学的机会，在他们的学校。研究结果表明，以公平为中心的教师专业发展支持教师制定的信心，知识和技能，导致包容性的计算机科学教学，计算机科学内容，和以公平为中心的教学法。研究结果还强调了计算机科学的学校改革不仅需要技术和教学支持和结构，而且还需要对作为学校结构一部分的规范和政治力量进行系统性的反思和改造。基于这些教师知识和机构的研究结果，本文最后介绍了特定的全州政策和做法，在扩大信仰体系和扩大计算机科学教育的政治能力，以达到所有学生的生成。
This paper reports on a statewide "Computer Science for All" initiative in Oregon that aims to democratize high school computer science and broaden participation in an academic subject that is one of the most segregated disciplines nationwide, in terms of both race and gender. With no statewide policies to support computing instruction, Oregon's legacy of computer science education has been marked by both low participation and by rates of underrepresented students falling well-below the already dismal national rates. The study outlined in this paper focuses on how teacher education can support educators in developing knowledge and agency, and impacting policies and practices that broaden participation in computing. In particular, this research seeks to understand two questions. First, how do teachers experience equity-focused professional development in preparation for teaching an introductory course in computer science? Second, this study queries, how do teachers understand their own agency in influencing policies and practices that broaden participation in their specific schools and classrooms? To answer these questions, this inquiry employed a mixed method approach, drawing from surveys, observations, and interview data of two cohorts of teachers who participated in the Exploring Computer Science professional development program. To show the variety of school contexts and situate computer science education in local and place-based policies and practices, three teacher case studies are presented that illustrate how individual teachers, in diverse geographic and demographic settings, are building inclusive computer science opportunities in their schools. The findings reveal that centering equity-focused teacher professional development supports teachers in formulating the confidence, knowledge and skills that lead to inclusive computer science instruction, computer science content, and equity-centered pedagogy. The findings also highlight how school reform in computer science requires not only technical and pedagogical supports and structures, but also a systemic rethinking and reworking of normative and political forces that are part of the fabric of schools. Based on these findings of teacher knowledge and agency, the paper concludes with a presentation of particular statewide policies and practices that are generative in broadening belief systems and expanding political capacity of computer science education to reach all students.