ScratchEncore: Equity via a Flexible, Culturally-Relevant Advanced Scratch Curriculum for Upper Elementary Diverse Students and Teachers

芝加哥大学与芝加哥公立学校(CPS)合作，正在为这个问题提供一个可操作的、有经验的答案：我们能否创建高级的4到6年级计算机科学(CS)教材，将改善公平和学生的学习结果给予同等的价值？虽然4-6年级有扎实的CS入门课程，但更高级的材料要么是昂贵的商业课程，要么是需要经验丰富的教师的免费特别活动。这对资源不足的学校的学习者造成了不成比例的伤害，这些学校往往为人数不足的少数族裔学生提供服务。促进公平的教学材料不能仅为内容和参与而设计，而必须是一种工具，通过这种工具可以缓解公平方面的实际障碍。这一研究实践者伙伴关系是通过关注公平的实际障碍的过程，为高年级小学生设计、开发和评估先进的基于划痕的CS教材。研究者-实践者伙伴关系(RPP)采用了一个过程，包括实践者和研究人员之间的密切合作，研究现有的入门经验，让不同的利益相关者参与内容设计，并为具有不同经验和专业发展的教师提供学习途径。它将产生教学材料，提高教师和学生的计算能力，并为开发未来以股权为重点的材料提供蓝图。更具体地说，这个项目是：(1)探索小学课堂计算机科学教学的现状，包括目前可用的课堂材料和教师和学生的结果；(2)开发一个过程来管理创建Scratch Encore所涉及的复杂权衡，Scratch Encore是一套专注于公平的、可定制的高级小学CS教学材料，旨在支持在计算机领域历来代表性不足的学生、他们的教师和他们的学校；以及(3)研究Scratch Encore关于公平目标的结果，包括学生学习和情感结果、教师学习和情感结果，以及研究人员与从业者合作的成长。该项目的成果将包括一套经过验证的高级计算机科学教学材料，旨在扩大对计算的参与。

The University of Chicago, in collaboration with the Chicago Public Schools (CPS), is providing an actionable and empirically-grounded answer to the question: Can we create create advanced 4th to 6th grade Computer Science (CS) instructional materials that give equal value to improving equity and student learning outcomes? While there are solid introductory CS curricula for grades 4-6, more advanced materials are either commercial offerings that are expensive, or free, ad-hoc activities that require experienced teachers. This disproportionately hurts learners in under-resourced schools that often serve underpresented minority students. Instructional materials that advance equity cannot be designed for content and engagement alone, but instead must be vehicles through which solutions to practical barriers to equity can be mitigated. This research practitioner partnership is designing, developing, and evaluating advanced Scratch-based CS instructional materials for upper elementary students through a process that attends to practical barriers to equity. The Researcher-Practitioner Partnership (RPP) uses a process that includes close collaboration between practitioners and researchers, studying existing introductory experiences, involving diverse stakeholders in content design, and providing a learning path for teachers with varying experience and professional development. It will result in instructional materials, increase teacher and student capacity in computing, and provide a blueprint for developing future equity-focused materials. More specifically, this project is: (1) Exploring the current state of computer science instruction in elementary school classrooms, including currently available classroom materials and teacher and student outcomes; (2) Developing a process to manage the complex tradeoffs involved in creating Scratch Encore, an equity-focused, customizable set of advanced elementary CS instructional materials designed to support students historically underrepresented in computing, their teachers, and their schools; and (3) Researching the outcomes of Scratch Encore with respect to equity goals, including student learning and affective outcomes, teacher learning and affective outcomes, and the growth of the researcher-practitioner collaboration. The outcomes of this project will include a validated set of advanced CS instructional materials designed to broaden participation in computing.