Integrating the Computer Science and Computational Thinking in Three Rural Eastern North Carolina School Districts

农村青年和城市青年必须做好充分准备，以便在高中毕业生和高等教育毕业生两级在全球舞台上占有一席之地。很大一部分儿童在农村学区接受教育，在这些学区，学区管理人员可能面临的挑战是，既要招聘和留住高质量的教师，又要为教师提供适当的专业发展。对这个项目的兴趣和动机来自农村学区本身，增加了他们对学生未来的利害关系，而不是强加外部解决方案。该项目建立在现有研究从业者伙伴关系（RPP）所产生的信任和关系的基础上，使中学生能够从特定计算机科学和计算技能融入特定课程（艺术和音乐）中受益。该计划的目的如下：（a）为校长领导计划作好准备，并在学术上装备他们;（B）为教师作好准备，并在学术上装备他们，使他们能够把计算机科学和计算思维融入学科内容;（c）让学生了解计算机科学和计算思维对他们的生活和事业的重要性;以及（d）让家长和照顾者参与验证和维持计划。为了实现这些目标，（a）在项目的三年期间，校长将大约每月参与一次持续的专业发展，包括教育、监督实践、同伴指导和每年对其以学习为中心的领导力进行360度反馈，（B）教师将同样参与持续的专业发展（包括面对面和通过完成大规模开放的在线课程）和整个学年的按需/持续教学辅导，除了参加大约每月一次的指导同行评审过程外，（c）将定期征求和评审学生对计算机科学和计算思维的理解，及（d）家长及照顾者将透过社区学习交流计划，与教师及学生分享他们持续运用计算机科学及计算思维的方法。该项目将促进了解如何在农村学区引入教育创新。通过校长、教师和家长的持续教育，项目团队将研究和开发一种方法，以提高学生对计算机科学和计算思维对其生活和职业的重要性的理解。该项目将探讨首要的研究问题：在多大程度上可以计算思维（CT）和计算机科学（CS）的原则被教师和学生在非核心学科领域，如艺术和音乐学习整合？本计划将评估学生对计算机技术/计算机辅助教学的理解，与教师进行教学查房和调整协议，以评估教师的实施和有效性，评估校长的学习为中心的领导，并评估所有学生，教师，校长和家长/照顾者对该计划的有效性的看法使用Q方法。

Rural youth and urban youth must be comparably well prepared to take their places on the global stage at both the high school graduate and higher education graduate levels. A large proportion of children are educated in rural school districts, in which district administrators may be challenged both to recruit and retain high quality teachers and to provide appropriate professional development for teachers. The interest and motivation for this project emerged from the rural school districts themselves, enhancing their stake in the future of their students, as opposed to imposing outside solutions. The project builds on the trust and relationships engendered by an existing Research Practitioner Partnership (RPP) to enable middle school students to benefit from the integration of specific computer science and computational skills into specific classes (art and music). The RPP will have the following objectives: (a) prepare and academically equip principals to lead the project, (b) prepare and academically equip teachers to integrate computer science and computational thinking into their subject content, (c) engage students in understanding the salience of computer science and computational thinking to their lives and careers, and (d) engage parents and caregivers in validating and sustaining the project. In order to attain these objectives, (a) principals will engage, on an approximately monthly basis, with ongoing professional development throughout the three years of the project that includes education, supervised practice, peer mentoring, and yearly 360-degree feedback on their learning-centered leadership, (b) teachers will similarly engage with ongoing professional development (both face-to-face and through completion of a massively open online course) and on-demand/continual instructional coaching throughout the school year, in addition to participating in approximately monthly ongoing guided peer review processes, (c) students' understanding of computer science and computational thinking will be solicited and reviewed on a regular ongoing basis, and (d) parents and caregivers will be empowered through Community Learning Exchanges to share with teachers and students the ways in which they utilize computer science and computational thinking on an ongoing basis. The project will advance knowledge of how to introduce an educational innovation in rural school districts. Through a combination of ongoing education of principals, teachers, and parents, the project team will research and develop an approach to enhancing students' understanding of the salience of computer science and computational thinking to their lives and careers. The project will explore the overarching research question: To what extent can Computational Thinking (CT) and Computer Science (CS) principles be integrated by teachers and learned by students in non-core subject areas such as art and music? The project will assess students' understanding of CT/CS, conduct instructional rounds and tuning protocols with teachers to assess the teachers' implementation and effectiveness, assess principals' learning-centered leadership, and assess the perceptions of all students, teachers, principals, and parents/caregivers on the efficacy of the program using Q-methodology.