Expanding access to K-12 computer science education: research on the landscape of computer science professional development
Expanding access to K-12 computer science education: research on the landscape of computer science professional development
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扩大 K-12 计算机科学教育的机会：计算机科学专业发展前景的研究
DOI：
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发表时间：
2013
期刊：
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通讯作者：
Owen L. Astrachan
中科院分区：
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作者：
Baker Franke;J. Century;Michał Lach;Cameron Wilson;M. Guzdial;Gail Chapman;Owen L. Astrachan
本次会议将介绍一项为期18个月的研究成果，该研究由ACM与美国国家科学基金会、b谷歌、计算机科学教师协会、微软和国家妇女与信息技术中心合作，于2012年7月开始，并邀请对此进行公开讨论。该研究旨在了解K-12计算机科学（CS）专业发展（PD）的国家景观以及大规模提供高质量CS专业发展的能力。这项研究是由芝加哥大学小学数学和科学教育中心（CEMSE）进行的，他们将在2012年夏秋两季进行的景观研究的结果，以及关于计算机科学社区增加K-12计算机科学教师队伍的能力的初步研究结果，以满足美国国家科学基金会（NSF）准备10,000名中学教育教师来教授高质量计算机科学的既定目标。
This session will present the research findings to date from an 18-month study commissioned by the ACM in partnership with the National Science Foundation, Google, Computer Science Teachers Association, Microsoft, and the National Center for Woman and Information Technology that started in July, 2012, and invite an open discussion about them. The study seeks to understand the national landscape of K-12 computer science (CS) professional development (PD) and the capacity to provide high quality CS PD on a large scale. The study is being conducted by The University of Chicago's Center for Elementary Mathematics and Science Education (CEMSE) who will present findings from the landscape study conducted in the Summer and Fall of 2012, as well as preliminary findings about the CS community's capacity for increasing the ranks of K-12 CS teachers in light NSF's stated goal of preparing 10,000 secondary education teachers to teach high-quality computer science[1].
A goal for this work is to produce actionable findings that will be of use to the broad CS education community. In the spirit of togetherness and engendering some collective action toward a coherent national strategy for expanding computer science education, it's vital that the SIGCSE community be both aware of this study's findings and be given an opportunity to reflect on its implications. Therefore, over half the time of this session will be devoted to open discussion during which several key questions stemming from the findings will be raised as well as questions raised by audience members. This session is an important opportunity for the SIGCSE community to offer feedback and help to guide the future direction of this study to ensure that the findings and plans for the remainder of the study are useful and actionable.