Advancing High School Computer Science Through Math and Science Integration

芝加哥公立学校（CPS）通过其CS4 All计划，在K-12计算机科学（CS）教育方面领先全国，最近将CS作为高中毕业要求，从2020年毕业班开始。CPS正在其高中分层实施CS毕业要求：第一层学校正在将探索计算机科学（ECS）课程纳入其课程，第二层学校将在2019年之前这样做。第三层约40所学校面临额外的障碍（例如，缺乏资源，合格的教师，减少学生接触），并抵制过渡到CS采用。该项目针对这些学校的重点是整合计算思维到数学和科学课程的教学，并将测试的假设，这一努力将提供一个“桥梁”的计算机科学课程。这项工作将侧重于教师的领导能力和随后的教师发展。将测试几种课程是否与现有课程相结合，例如支持科学课程中计算思维的GUTS项目（科学思维成长）和代数Bootstrap。这种做法将改变学校文化和对CS的态度，并将为第三层学校提供桥梁，以实现足够的专业发展，以提供ECS课程。这些努力最终将导致整个地区的CS毕业要求的100%覆盖率。通过对这一努力的记录和研究，该项目将成为全国其他地区将计算思维纳入科学和数学教学的模式，以及这如何支持学校文化和提供计算机科学课程的能力的变化。该项目解决了STEM+C计划的核心目标，以支持研究推进在preK-12科学，技术，工程或数学（STEM）教学和学习中的计算和计算思维的强大和发展基础，以及在preK-12计算机科学教育中应用STEM内容的整合。在这个建议中，研究问题包括：1）理解CS融入数学和科学，再加上教师领导的专业发展和辅导，是否可以支持围绕计算思维的学校级社区的形成; 2）理解一个强大的专业学习社区（PLC）围绕计算思维如何可能促进CS课程的实施; 3）了解高中生的交际能力在多大程度上会受到交际整合的影响。调查将使人们深入了解教师做法和观念的变化。将探索社交网络。将通过详细的比较案例研究记录体制变革。研究问题的答案将通过检查学生的学习成果，教学实践，教师社交网络和专业学习机会来实现。通过多种工具收集的数据的广度将用于检查方法和学生学习成果之间的关系。12名教师领导的案例研究将提供洞察教师互动的方式影响CS的摄取。

Chicago Public Schools (CPS), through its CS4All initiative, has led the nation in K-12 Computer Science (CS) education, and has recently made CS a high school graduation requirement, starting with the 2020 graduating class. CPS is experiencing a tiered implementation of the CS graduation requirement in its high schools: the first tier of schools is integrating the Exploring Computer Science (ECS) course into their curriculum and a second tier of schools will do so by 2019. A third tier of approximately 40 schools face additional barriers (e.g., lack of resources, qualified teachers, reduced student exposure) and are resisting the transition to CS adoption. The project targets these schools by focusing on integration of computational thinking into the teaching of mathematics and science courses and will test the hypothesis that this effort will provide a 'bridge' to computer science course offerings. The effort will focus on teacher leadership and subsequent teacher development. Several curricula will be tested for integration into existing courses, for example Project GUTS (Growing up thinking scientifically) for supporting computational thinking in science courses and Bootstrap for Algebra. This approach will change school culture and attitudes towards CS and will provide a bridge for third tier schools to achieve sufficient professional development for offering the ECS course. These efforts will ultimately culminate in 100% coverage of the CS graduation requirement across the district. Through documentation and study of this effort, the project will serve as a model for other districts nationwide for integrating computational thinking into the teaching of science and mathematics and how this could support change in school culture and capacity for offering computer science courses. The project addresses core objectives of the STEM+C program to support research advancing a strong and developmental foundation in computing and computational thinking in preK-12 science, technology, engineering, or mathematics (STEM) teaching and learning and the applied integration of STEM content in preK-12 computer science education. In this proposal the research questions involve: 1) understanding whether integration of CS into math and science, coupled with teacher leadership professional development and coaching, can support the formation of a school-level community around computational thinking; 2) understanding how a strong Professional Learning Community (PLC) around computational thinking might facilitate implementation of a CS course; and 3) understanding the extent to which high school students proficiency will be impacted by CS integration. Surveys will provide insight into changes in teacher practice and perceptions. Social networks will be explored. Institutional change will be documented through detailed comparative case studies. Answers to research questions will be attained by examining student learning outcomes, teaching practice, teacher social networks, and professional learning opportunities. The breadth of data gathered through multiple tools will be used to examine the relationship between the approach and student learning outcomes. Case studies of 12 teachers leaders will provide insight into the ways in which teacher interactions influence uptake of CS.