Understanding our Human Resources: District LeadershipEfforts at Understanding CS Education Implementationin Their Own Buildings
Understanding our Human Resources: District LeadershipEfforts at Understanding CS Education Implementationin Their Own Buildings
复制标题
了解我们的人力资源：学区领导在了解自己的建筑中实施计算机科学教育方面所做的努力
DOI：
10.1145/3291279.3341206
复制
发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Anisa Bora
中科院分区：
文献类型：
--
作者：
Leigh Ann Delyser;Stephanie B. Wortel;Lauren Wright;Anisa Bora
计算机科学教育研究主要集中在教师和学生的成果。教师和学生都在教育系统中流动，对公平、质量和实施都有直接和间接的影响。先前的研究表明，教师和学校领导之间对CS教育的重要性的热情和感知存在差距[2]。此外，许多CS教育研究报告了由于制度障碍而导致的专业发展后的教师流失[3，4]。谷歌最近发布的报告[2] 34次提到实施，并强调了教师和学生在系统与个人目标不一致时所面临的障碍。在这张海报中，我们展示了来自63个地区团队参与CSforALL WITCH工作坊的数据[1]。在研讨会期间，团队被要求对一个标志着高质量CS教育实施增长的标题进行自我评估，并为自己设定目标，以提高严格的CS教育教学和学生的公平参与。本文分析了CSforALL迄今为止收集的1023个目标中的一个子集[5]，特别关注与景观美化或资源和需求的地区识别相关的目标。该数据库由38个学区设定的98个目标组成。分析采用混合方法，分享有关目标重点的定量数据，以及对领导团队如何寻求获得有关其自身实施情况的信息进行定性分析。
Computer science education research has primarily focused on teacher and student outcomes. Both teachers and students move through educational systems that have both direct and indirect effects on equity, quality, and implementation. Prior research has shown that there is a gap in enthusiasm and perception of importance of CS education between teachers and school leadership [2]. Additionally, many CS education studies have reported teacher attrition after professional development due to institutional barriers [3,4]. The recent report released by Google [2] mentions implementation 34 times and highlights the barriers faced by teachers and students when the systems are not aligned with the goals of individuals. In this poster we present data from 63 district teams participating in CSforALL SCRIPT workshops [1]. During the workshops, teams were asked to self-assess against a rubric signposting the growth toward high-quality CS education implementation and set goals for themselves to increase rigorous CS education instruction and equitable participation of students. This paper analyzes a subset of the 1023 goals collected by CSforALL to date [5], specifically focused on the goals related to landscaping, or district identification of resources and needs. This data corpus is comprised of 98 goals set by 38 school districts. Analysis takes a mixed methods approach, sharing quantitative data about the focus of the goals, as well as a qualitative analysis of how leadership teams sought to gain information about their own implementation.