Collaborative Research: RAPID: CS-NYCE: An ecological approach to understanding the rollout of student-centered computer science education in New York City

威斯康星大学麦迪逊分校（University of Wisconsin-Madison）与哥伦比亚大学师范学院（Teachers College at Columbia University）和佐治亚理工学院（Georgia Institute of Technology）合作，提议研究围绕在纽约市不同社区设计和实施面向所有人的计算机科学（CS4All）课程的核心问题。纽约市目前正在开展美国历史上最大规模的计算机科学（CS）教育，这也是几十年来美国公立高中学生规模最大的新学科之一。CS4All计划提供了一个重要的机会来评估K-12计算机科学课程和教学方法在高度多样化的环境下的能力和影响，而这种规模几乎是不可能的。围绕这一倡议的研究不仅可以直接影响纽约市数千名学生的计算机科学教育，还可以确保奥巴马总统新宣布的全国计算机科学普及计划规模为全国其他地区提供一个更公平的蓝图。尽管纽约市CS4All项目今年才刚刚宣布，但它已经在纽约市不同的社区和学校中得到了部署，这些社区和学校以前没有接受过任何正式的计算机科学或工程教育。到目前为止，我们对它如何在纽约运作或将如何运作知之甚少。运用定性理论，结合访谈、观察和实地记录，我们计划研究围绕纽约市不同社区CS课程设计和实施的核心问题：在纽约市实施CS教育（以学生为中心的嵌入式教学法）的挑战是什么？利益相关者在新CS教室的课程设计、推出和吸收中扮演什么实际角色？是什么目标/价值观驱动着管理者和其他利益相关者决定采用哪种CS课程？他们如何将这些目标/价值观传达给教师、学生和更广泛的社区？该研究将为纽约市CS课程的扩大提供实证的、有针对性的和有用的研究结果，并在这个特殊的、独特的、迫在眉睫的背景下进行基础研究。要在加速推出的时间表上提供这样的研究结果，需要所有研究工作的相对快速的进展。

The University of Wisconsin-Madison, in collaboration with the Teachers College at Columbia University, and Georgia Institute of Technology, proposes to study core questions around the design and implementation of the rollout of Computer Science for All (CS4All) in diverse New York City (NYC) communities. NYC is currently beginning the largest rollout of computer science (CS) education in the history of the United States, and one of the largest scaled rollouts of a new academic subject for American public high school students in decades. The CS4All initiative provides an important opportunity to evaluate the affordances and impact of K-12 CS curricula and pedagogies in highly diverse settings at a scale rarely possible. Research around this initiative could not only directly impact CS education for thousands of NYC students, but could also ensure a more equitable blueprint for the rest of the nation as President Obama's newly announced, national CS for All Initiative scales.Though the NYC CS4All project was just announced this year, it is already being deployed across the city in diverse communities and schools that have not previously had any formal computer science or engineering education. As of yet, we know very little about how it is working, or will work, in NYC. Using qualitative grounded theory, mixing interviews, observations, and field notes, we plan to study core questions around the design and implementation of CS curricula in diverse NYC communities: What are the challenges in implementing CS education (with embedded student-centered pedagogies) across NYC? What are the practical roles of the stakeholders in curriculum design, rollout, and uptake for new CS classrooms? What are the goals/values driving administrators and other stakeholders decisions around which CS curricula to adopt, and how are they communicating these goals/values to teachers, students, and their broader community? The research will provide empirical, targeted, and useful research findings for the scaling up of CS classes across NYC and perform basic research that is only possible in this extraordinary, unique, imminent context. To provide such research findings on the accelerated timeline of the rollout requires relatively quick movement on all research endeavors.