A State-Wide Effort to Provide Access to Authentic Computer Science Education to Underrepresented Populations
A State-Wide Effort to Provide Access to Authentic Computer Science Education to Underrepresented Populations
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全州范围内努力为代表性不足的人群提供真正的计算机科学教育
DOI：
10.1145/3328778.3366955
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Thomas, Misty
中科院分区：
文献类型：
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作者：
Qazi, Mohammed A.;Gray, Jeff;Shannon, David M.;Russell, Melody;Thomas, Misty
探索计算机科学（ECS）课程为高中学生提供计算机科学（CS）的基础知识作为一门独立的课程。ECS于2000年代末在洛杉矶联合学区开始，在那里它因扩大计算（BPC）的参与而获得了隆起的地位，拉丁裔学生占入学人数的70%以上。这份经验报告描述了一个由三所大学、几十个学区、ECS团队和其他利益相关者组成的伙伴关系，该伙伴关系将ECS课程带到亚拉巴马主要是非洲裔美国学生人口占多数的农村学区。60名在职教师（每所学校一名教师）获得了专业学习机会，以获得教授幼儿保育教育的知识和技能。早期更广泛影响的迹象正在显现：我们的ECS入学人数的78%是代表性不足的少数民族（URM）学生，其中近一半的学生由女生组成。学生们报告说，他们从事合作工作，并与他人分担责任。此外，学生谁报告被更多地参与ECS课程有更深的信心，他们有能力在CS成功，报告更大的整体成果，有更多的信心在21世纪的技能发展，发现课程更相关，更有动力坚持CS，并表现出更大的兴趣在CS职业生涯。我们提供了一个全面的描述的伙伴关系的成就和评价结果的学生CS的经验和教师的自我效能感在ECS的准备和教学。我们的研究结果有助于BPC文献，特别是在农村社区以非洲裔美国人为主的学校。
The Exploring Computer Science (ECS) curriculum provides foundational knowledge of Computer Science (CS) to high school students as a stand-alone course. ECS began in the Los Angeles Unified School District in the late 2000s where it gained eminence for broadening participation in computing (BPC), with Latinx students representing over 70% of enrollment. This experience report describes a partnership that consists of three Universities, dozens of school districts, the ECS team, and other stakeholders to bring the ECS curriculum in mainly rural school districts in Alabama that have a majority African-American student population. Sixty in-service teachers (one teacher per school) have received professional learning opportunities to gain knowledge and skills to teach ECS. Signs of early broader impacts are emerging: 78% of our ECS enrollment are underrepresented minority (URM) students with nearly half of the cohort consisting of female students. Students reported they were engaged in working collaboratively and sharing responsibilities with others. Furthermore, students who reported being more involved in the ECS course had deeper confidence in their ability to succeed in CS, reported greater overall outcomes, had more confidence in development of 21st century skills, found the course more relevant, were more motivated to persist in CS, and exhibited increased interest in CS careers. We provide a comprehensive description of the partnership's accomplishments and the evaluation findings on student CS experiences and on teacher self-efficacy in ECS preparation and instruction. Our findings contribute to the BPC literature, specifically for schools with predominantly African-American enrollment in rural communities.
DOI：
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发表时间：
1990
期刊：
影响因子：
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作者：
Clinton L. Doggett;Lois T. Doggett
通讯作者：
Lois T. Doggett
DOI：
10.1145/3159450.3159529
发表时间：
2018-02
期刊：
Proceedings of the 49th ACM Technical Symposium on Computer Science Education
影响因子：
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作者：
S. McGee;Randi McGee-Tekula;Jennifer Duck;Catherine McGee;L. Dettori;Ronald I. Greenberg;E. Snow;Daisy W. Rutstein;Dale F. Reed;Brenda Wilkerson;Don Yanek;Andrew M. Rasmussen;Dennis Brylow
通讯作者：
S. McGee;Randi McGee-Tekula;Jennifer Duck;Catherine McGee;L. Dettori;Ronald I. Greenberg;E. Snow;Daisy W. Rutstein;Dale F. Reed;Brenda Wilkerson;Don Yanek;Andrew M. Rasmussen;Dennis Brylow
探索计算机科学：学校改革案例研究
DOI：
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发表时间：
2011
期刊：
TOCE
影响因子：
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作者：
J. Goode;Jane Margolis
通讯作者：
Jane Margolis