A Mid-Project Report on a Statewide Professional Development Model for CS Principles
A Mid-Project Report on a Statewide Professional Development Model for CS Principles
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关于全州 CS 原则专业发展模型的项目中期报告
DOI：
10.1145/2676723.2677306
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
D. Muralidhar
中科院分区：
文献类型：
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作者：
Jeffrey G. Gray;K. Haynie;S. Packman;Mary Boehm;Carol Crawford;D. Muralidhar
本文总结了我们在开发和评估CS原则（CSP）专业发展（PD）模型，在整个国家的地理培训几个队列的教师的中期项目的结果。CS4亚拉巴马是一个NSF资助的项目，该项目采用了国家数学与科学计划（NMSI）开发的国家AP培训计划的成功实践，以追求亚拉巴马新CSP课程的可扩展部署和可持续性。我们基于为期一年的面对面培训和远程学习协作创建了CSP课程和PD计划，该计划也作为Google CS4HS的一部分作为国家MOOC提供。一个全州教师领导（TL）模型，其中那些谁以前教过严格的CS课程担任导师，在培训新的同龄人，因为他们建立CSP课程在他们的学校。这些组群中的教师在学习语言所促进的内容和教学学习经验方面进行合作。本文报告了评估结果，揭示了我们的模型，最适合建立一个可持续的CSP教师网络的方面。本文总结了我们的PD模型，提供了各种经验教训，并详细介绍了该项目的外部评估小组的调查结果。
This paper summarizes our mid-project results in developing and evaluating a CS Principles (CSP) professional development (PD) model for training several cohorts of teachers across an entire state geography. CS4Alabama is an NSF-funded project that has adopted the successful practices of a national AP training program developed by the National Math and Science Initiative (NMSI) in pursuit of scalable deployment and sustainable persistence of new CSP courses across Alabama. We have created a CSP curriculum and PD program based on year-long in-person training and distance learning collaboration, which also was offered as a national MOOC as part of Google CS4HS. A statewide Teacher Leader (TL) model is used, where those who have previously taught rigorous CS courses serve as mentors in training new peer cohorts as they establish CSP courses in their schools. Teachers in these cohorts collaborate together on content and pedagogical learning experiences, fostered by the TLs. This paper reports on assessment results that are uncovering the facets of our model that are most suitable for building a sustainable network of CSP teachers. The paper summarizes our PD model, offers various lessons learned, and details the findings of the project's external evaluation team.