CS For All: RPP: A Scalable RPP for Preparing and Supporting Teachers to Teach Culturally Responsive and Rigorous CS Courses in SC High Schools

克莱姆森大学正在扩大参与计算在南卡罗来纳州准备计算机科学（CS）教师有效地使用文化敏感，包容性的教学。南卡罗来纳州教育部（SCDE）刚刚推出了K-8标准，旨在让所有学生参与计算机科学和计算思维，并为高中课程创建一个管道。 这些开创性的标准提出了对合格教师和准备他们的知识的重大需求。该项目利用现有的研究人员-实践者伙伴关系（RPP），包括计算机科学和教育研究人员，沿着来自安德森五职业校园的管理人员和教师实践者（将为安德森学区的高中生提供计算机课程），皮肯斯县学区，和南卡罗来纳州的数学和科学联盟（一个为其他地区提供专业发展的组织）。许多参与的学校有显着的代表性不足和/或经济上处于不利地位的学生群体。该项目将调查不同模式的教师支持（包括即时，仅在线，与在线和离线的混合）对计算机科学教学内容知识，自我效能，教师理解和实施文化响应计算的有效性，以及教师相信所有学生都有能力进行数字创新。项目活动与SCDE正在采取的政策之间有着强有力的协调，这可以作为其他州伙伴关系的典范。

Clemson University is broadening participation in computing in South Carolina by preparing computer science (CS) teachers to effectively use culturally responsive, inclusive pedagogies. The South Carolina Department of Education (SCDE) has just launched K-8 Standards that aim to engage all students in computer science and computational thinking and create a pipeline for high school courses. These inaugural standards present a significant need for qualified teachers and the knowledge to prepare them. This proposal would develop an active community of high school CS teachers and researchers ahead of this demand.The project leverages an existing Researcher-Practitioner Partnership (RPP), including computer science and education researchers, along with administrators and teacher practitioners from the Anderson Five Career Campus (which will offer computing courses to high school students in Anderson School Districts), Pickens County School District, and South Carolina's Coalition for Mathematics and Science (an organization providing professional develoment to additional districts). Many of the participating schools have significant underrepresented and/or economically disadvantaged student populations. The project will investigate the effectiveness of different models of teacher support (including just-in-time, online only, versus a mixture of online and offline) on Pedagogical Content Knowledge for Computer Science, self-efficacy, and teacher understanding and implementation of culturally responsive computing, and teacher belief that all students are capable of digital innovation. There has been strong coordination between project activities and policy that is being adopted by the SCDE, which could serve as a model for partnerships in other states.