Implementing Culturally Responsive Coding Projects with Indigenous Communities
Implementing Culturally Responsive Coding Projects with Indigenous Communities
复制标题
与原住民社区实施文化响应式编码项目
DOI：
10.1145/3545947.3576299
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发表时间：
2023
期刊：
影响因子：
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通讯作者：
Spang, Marissa
中科院分区：
文献类型：
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作者：
Rich, Kathryn M.;Bowdon, Jill;Spang, Marissa
这项研究是在一个研究机构、怀俄明州教育部和三个主要为风河保留地东肖肖尼和北阿拉帕霍学生服务的学区之间的研究-实践伙伴关系（RPP）的背景下进行的。RPP的目标是将怀俄明州印地安全民教育的社会研究标准与怀俄明州计算机科学标准在小学的教学结合起来，以符合文化的方式进行教学。项目团队提供了12个小时的专业发展课程，分为三个课程，三个专业学习社区课程，课程计划和模型项目。教师们被要求在整个学年实施三个编程项目。研究小组通过教师访谈、调查、专业发展和专业学习社区会议的观察等方式收集数据。从我们的初步定性分析[3]中出现的三个实践问题包括：(a)如何支持学生对计算机科学的兴趣和参与，特别是在第一次引入编码平台时，(b)如何在学校里找到时间学习计算机科学，并制定将计算机科学与其他学科相结合的方法，以及(c)如何建立跨教室和学区的合作。海报将讨论教师为解决前两个实践问题所做的调整，以及RPP在下一年实施中解决第三个实践问题的策略。这些发现将对致力于在土著社区的小学实施文化响应计算机科学教学的研究人员和实践者感兴趣。
This study took place in the context of a researcher-practitioner partnership (RPP) between a research organization, the Wyoming Department of Education, and three school districts serving primarily Eastern Shoshone and Northern Arapaho students on the Wind River Reservation. The goal of the RPP is to integrate instruction on the Indian Education for All Wyoming social studies standards with the Wyoming computer science standards in elementary school in ways that are culturally responsive [1]. The project team provided 12 hours of professional development across three sessions, three professional learning community sessions, lesson plans, and model projects. Teachers were expected to implement three coding projects across the school year. The study team collected data via teacher interviews, surveys, and observations of professional development and professional learning community sessions [2]. Three problems of practice that emerged from our preliminary qualitative analysis [3] include: (a) how to support student interest and engagement in computer science especially upon first introduction of a coding platform, (b) how to find time in the school day for computer science and to develop methods for integrating computer science with other subjects, and (c) how to build collaboration across classrooms and districts. The poster will discuss the adaptations teachers made to address the first two problems of practice and the RPP's strategy for addressing the third problem of practice in our next year of implementation. These findings will be of interest to researchers and practitioners working to implement culturally responsive computer science instruction in elementary schools in Indigenous communities.