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

ScratchEncore：通过灵活的、与文化相关的高级 Scratch 课程为高年级多元化学生和教师提供公平性

• 批准号: 1738758
• 负责人: Diana Franklin
• 金额: $ 101.48万
• 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: 2017
• 资助国家: 美国
• 起止时间: 2017-09-15 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1738758&HistoricalAwards=false
• 关键词: ScratchEncore; Equity; via; Flexible; Culturally

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.

芝加哥大学与芝加哥公立学校（CPS）合作，为这个问题提供了一个可行的、有说服力的答案：我们能否创建先进的4至6年级计算机科学（CS）教学材料，为提高公平性和学生学习成果提供同等价值？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产品，要么是免费的，需要经验丰富的教师的临时活动。这不成比例地伤害了资源不足学校的学生，这些学校往往为表现不佳的少数民族学生提供服务。促进公平的教材不能只为内容和参与而设计，而必须成为减轻公平实际障碍的解决办法的工具。这个研究实践者伙伴关系正在设计，开发和评估先进的基于Schoolch的CS教学材料，通过一个过程，出席公平的实际障碍。研究人员-从业人员伙伴关系（RPP）采用的流程包括从业人员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，并为开发未来以公平为重点的材料提供蓝图。 更具体地说，这个项目是：（1）探讨目前的计算机科学教学在小学课堂上，包括目前可用的课堂材料和教师和学生的成果的现状;（2）制定一个流程，以管理创建Scratch Encore所涉及的复杂权衡，Scratch Encore是一个以股权为重点的，可定制的一套高级初级计算机科学教学材料，旨在支持历史上在计算机、教师和学校中代表性不足的学生;和（3）研究Scratch Encore在公平目标方面的成果，包括学生学习和情感成果、教师学习和情感成果，以及研究者与实践者合作的发展。该项目的成果将包括一套经过验证的高级计算机辅助教学材料，旨在扩大对计算机的参与。

项目成果

Investigating the Use of Planning Sheets in Young Learners’ Open-Ended Scratch Projects

调查计划表在年轻学习者开放式 Scratch 项目中的使用

• DOI: 10.1145/3501385.3543972
• 发表时间: 2022
• 期刊: ICER 2022
• 作者: Gonzalez-Maldonado, David;Pugnali, Alex;Tsan, Jennifer;Eatinger, Donna;Franklin, Diana;Weintrop, David
• 通讯作者: Weintrop, David

The Teacher Accessibility, Equity, and Content (TEC) Rubric for Evaluating Computing Curricula

• DOI: 10.1145/3371155
• 发表时间: 2019-12
• 期刊: ACM Transactions on Computing Education (TOCE)
• 作者: David Weintrop;Merijke Coenraad;Jen Palmer;Diana Franklin

Enacting Identities: Participatory Design as a Context for Youth to Reflect, Project, and Apply their Emerging Identities

制定身份：参与式设计作为青年反思、投射和应用其新兴身份的背景

• DOI: 10.1145/3311927.3323148
• 发表时间: 2019
• 期刊: Proceedings of Interaction Design and Children
• 作者: Coenraad, Merijke;Palmer, Jen;Franklin, Diana;Weintrop, David
• 通讯作者: Weintrop, David

The Effects of Providing Starter Projects in Open-Ended Scratch Activities

在开放式 Scratch 活动中提供入门项目的效果

• DOI: 10.1145/3408877.3432390
• 发表时间: 2021
• 期刊: The 52nd ACM Technical Symposium on Computer Science Education (SIGCSE ’21
• 作者: Coenraad, Merijke;Palmer, Jen;Weintrop, David;Eatinger, Donna;Crenshaw, Zachary;Pham, Hoang;Franklin, Diana
• 通讯作者: Franklin, Diana

An Analysis of Use-Modify-Create Pedagogical Approach's Success in Balancing Structure and Student Agency

使用-修改-创造教学法在平衡结构和学生能动性方面的成功分析

• DOI: 10.1145/3372782.3406256
• 发表时间: 2020
• 期刊: ICER '20
• 作者: Franklin, Diana;Coenraad, Merijke;Palmer, Jennifer;Eatinger, Donna;Zipp, Anna;Anaya, Marco;White, Max;Pham, Hoang;Gökdemir, Ozan;Weintrop, David
• 通讯作者: Weintrop, David