EBP: Bringing AP Computer Science Principles to Students with Learning Disabilities and/or an ADHD: The Hidden Underrepresented Group

EBP：将 AP 计算机科学原理带给有学习障碍和/或多动症的学生：隐藏的弱势群体

• 批准号: 1542963
• 负责人: Sarah Wille
• 金额: $ 59.92万
• 依托单位: University of Chicago
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-10-01 至 2018-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1542963&HistoricalAwards=false
• 关键词: EBP; Bringing; AP; Computer; Science

This study aims to expand participation in computer science by ensuring that students with learning differences (students with learning disabilities and/or an Attention Deficit/Hyperactivity Disorder (ADHD)) can successfully participate in computer science courses in general, and AP Computer Science Principles (CSP) courses in particular. An interdisciplinary team from Outlier Research & Evaluation (a research group at the Center for Elementary Mathematics and Science Education (CEMSE) at the University of Chicago), and the Wolcott School (a school in Chicago for students with learning differences) will apply their expertise in education research, special education, psychology, pedagogy, and computer science (CS) content to: identify the challenges students with learning differences face as they engage with computer science concepts and computational practices; derive solutions for addressing those challenges, and; test adaptations and accommodations that address those challenges for two AP Computer Science Principles (CSP )curricula in development: Beauty and Joy of Computing for New York City (BJC4NYC); and Code.org's CS Principles. Findings from this project will take a first step toward ensuring that this often overlooked student population can fully participate in CS education. The project is timely, as the College Board is preparing to launch the new AP CSP course in the fall of 2016. The findings of this foundational study will be crucial to ensuring that students who learn differently are not excluded. To accomplish this goal, the Outlier and Wolcott School team will pursue the following research questions: (1) What are the learning and teaching concerns regarding making high school CS education in general, and AP CSP in particular, accessible to students with learning differences?; (2) What specific adaptations and accommodations are needed to make CSP courses in general and BJC4NYC and CS Principles in particular accessible to students with learning differences?; and (3) To what extent do students with learning differences successfully complete the AP CSP course and demonstrate positive attitudes about their experience? To answer these questions, the project team will: a) identify lesson adaptations generally associated with specific learning disabilities and an ADHD, and consider their application in CS education; b) generate and test adaptations and accommodations for select CSP lessons; c) derive a set of design principles for teaching CS to students with learning differences; d) work with CSP developers to permanently incorporate adaptations and accommodations into their materials; and e) broadly disseminate findings, instructional guidance and other findings about adjustments for students with learning differences. The team will employ a mixed-methods research design using data collected through classroom observations; teacher written feedback and interviews; and student written feedback, self-assessments, questionnaire responses, focus groups and interviews. The study will support efforts to generate a wide-scale infrastructure for high school CS education by taking steps to generate knowledge about what is needed to include this as yet unreached group in computer science education, provide specific guidance about ways to include students who learn differently in CSP, and demonstrate the importance and merits of working to advance this dimension of broadening participation.

这项研究旨在通过确保有学习差异的学生（有学习障碍和/或注意力缺陷/多动症（ADHD）的学生）能够成功地参加计算机科学课程，特别是AP计算机科学原理（CSP）课程，来扩大对计算机科学的参与。来自Outlier Research Evaluation的跨学科团队&（芝加哥大学初等数学和科学教育中心（CEMSE）的一个研究小组）和沃尔科特学校（芝加哥一所针对有学习差异学生的学校）将运用他们在教育研究、特殊教育、心理学、教育学和计算机科学（CS）内容方面的专业知识：确定学生在学习计算机科学概念和计算实践时面临的学习差异挑战;获得解决这些挑战的解决方案;测试适应性和适应性，解决了两个AP计算机科学原理（CSP）课程的挑战：纽约市的计算之美和乐趣（BJC 4 NYC）; 2和Code.org的CS原理。该项目的调查结果将迈出第一步，确保这一经常被忽视的学生群体能够充分参与CS教育。该项目是及时的，因为大学理事会正准备在2016年秋季推出新的AP CSP课程。这项基础研究的结果对于确保学习方式不同的学生不被排除在外至关重要。为了实现这一目标，Outlier和沃尔科特学校的团队将继续研究以下问题：（1）关于使高中CS教育，特别是AP CSP，对学习差异的学生来说，学习和教学的关注点是什么？(2)为了使有学习差异的学生能够普遍接受CSP课程，特别是BJC 4 NYC和CS原则，需要进行哪些具体的调整和调整？（3）有学习差异的学生在何种程度上成功完成了AP CSP课程，并对他们的经历表现出积极的态度？为了回答这些问题，项目组将：a）确定通常与特定学习障碍和ADHD相关的课程改编，并考虑其在CS教育中的应用; B）为选定的CSP课程生成和测试改编和调整; c）为有学习差异的学生制定一套CS教学设计原则; d）与CSP开发人员合作，将适应性和适应性永久纳入他们的材料;以及e）广泛传播关于学习差异学生调整的研究结果，教学指导和其他研究结果。该小组将采用混合方法的研究设计，使用通过课堂观察收集的数据;教师书面反馈和访谈;和学生书面反馈，自我评估，问卷调查，焦点小组和访谈。这项研究将支持努力产生一个广泛的基础设施，为高中CS教育采取措施，以产生知识，需要什么，包括这个尚未达到的群体在计算机科学教育，提供具体的指导方法，包括学生谁学习不同的CSP，并展示工作的重要性和优点，以推进这方面的扩大参与。

项目成果

The inclusive and accessible workplace

包容且无障碍的工作场所

• DOI: 10.1145/3176410
• 发表时间: 2018
• 期刊: Communications of the ACM
• 影响因子: 22.7
• 作者: Wille, Sarah;Sajous-Brady, Daphne
• 通讯作者: Sajous-Brady, Daphne

Exploratory Research to Expand Opportunities in Computer Science for Students with Learning Differences

为有学习差异的学生扩大计算机科学机会的探索性研究

• DOI: 10.1109/mcse.2017.43
• 发表时间: 2017
• 期刊: Computing in Science & Engineering
• 影响因子: 2.1
• 作者: Wille, Sarah;Century, Jeanne;Pike, Miriam
• 通讯作者: Pike, Miriam