The Role of Researcher-Practitioner Partnerships in CS4All: Lessons from the Field
The Role of Researcher-Practitioner Partnerships in CS4All: Lessons from the Field
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研究人员与实践者合作伙伴关系在 CS4All 中的作用：现场经验教训
DOI：
10.1145/3159450.3159626
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Brylow, Dennis
中科院分区：
文献类型：
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作者：
Dettori, Lucia;Yanek, Don;Hu, Helen;Brylow, Dennis
研究人员实践者伙伴关系（RPP）是“实践者和研究人员之间的长期互利合作，旨在调查实践问题和改善地区[和学校]成果的解决方案。正如NSF征求NSF 17-525中所强调的那样，RPP对于旨在为所有K-12学生提供CS教育的CS For All计划的成功至关重要。小组成员代表了三个成熟的RPP的例子，这些RPP在三个州成功地实施了CS4 All计划，这些计划与具有不同特点和不同规模的学区合作。这些项目通过为所有高中学生提供严格和相关的CS课程来实现增加CS教育公平的目标。所有项目都选择专注于探索计算机科学（ECS）课程和专业发展。虽然实施的具体情况各不相同，但这些项目遇到了类似的挑战，特别是在从试点阶段过渡到引发整个区域的系统性变革时。挑战的重要性和规模各不相同，涉及一系列广泛的问题，包括：教师能力建设、执行的忠诚度、领导结构和购买、人员更替和资金的连续性。不限成员名额
Researcher Practitioner Partnerships (RPP) are" long-term, mutualistic collaborations between practitioners and researchers that are intentionally organized to investigate problems of practice and solutions for improving district [and school] outcomes."[1] As highlighted in NSF solicitation NSF 17-525, RPPs are critical for the success of CS For All initiatives aimed at providing all K–12 students access to CS education. The panelists represent three examples of mature RPPs that have successfully implemented CS4All programs in three states working with school districts with different characteristics and at different scales. The projects share similar approaches to the goal of increasing equity in CS education by providing all high school students access to a rigorous and relevant CS course. All projects chose to focus on the Exploring Computer Science (ECS) Curriculum and Professional Development. While the specifics of the implementation vary, the projects encountered similar challenges especially when transitioning from a pilot stage to igniting systemic change across the region. Challenges vary in importance and scale across a wide range of issues including: teacher capacity building, fidelity of implementation, leadership structure and buyin, personnel turnover and continuity of funding. The open ended
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