CONECTAR: Collaborative Network of Educators for Computational Thinking for All Research

加州尔湾大学（UCI）与橙子县教育部（OCDE）和圣安娜联合学区（SAUSD）合作，形成了一个由大学和K-12研究人员和实践者组成的合作网络，旨在促进三到五年级学生的计算思维。其目的是建立联系，以更广泛的课程，反映在下一代科学标准（NGSS）和共同核心国家标准（CCSS），语言和话语需要确保学术成功，并学习者的同龄人，社区，家庭和文化需要使学习关系和意义。这项工作将设在圣安娜的学校，那里的大多数学生是低收入的西班牙裔英语学习者。它将使用基于设计的实施研究（DBIR）的原则，设计干预措施，以实施，研究和完善，与OCDE和SAUSD一起。在第一学年，该团队将访问合作伙伴小学，收集有关当前计算思维教学的信息，对小学教师进行全区调查，并收集全国开发的教学材料的例子，以确定哪些可以在当地适用。在第一个夏天，研究人员将与教师团队合作，为三、四、五年级开发试点材料和教学单元。这些材料--为非英语母语者搭建的--将把计算思维与NGSS和CCSS结合起来。在第二年，教师将在UCI和OCDE的支持下在课堂上实施教学材料。将收集数据，研究实施过程中，面临的挑战，以及如何解决这些问题，在何种程度上的材料从事学习者的情感，行为和认知水平，以及材料的适用性，以促进计算思维的目标学习者。在第二个夏天，该小组将进一步完善材料，以便在橙子县更广泛地实施。

The University of California Irvine (UCI) is partnering with the Orange County Department of Education (OCDE) and Santa Ana Unified School District (SAUSD) to form a collaborative network of university and K-12 researchers and practitioners with the aim of promoting computational thinking for students in grades three through five. The intention is to build connections to a broader curriculum as reflected in the Next Generation Science Standards (NGSS) and the Common Core State Standards (CCSS), to the language and discourse needed to ensure academic success, and to the learners' peers, community, families and culture needed to make learning relational and meaningful. The work will be situated in Santa Ana schools, where the majority of students are low-income, Hispanic, English language learners. It will use the principles of Design-Based Implementation Research (DBIR), designing interventions to implement, study and refine, alongside OCDE and SAUSD.In the first academic year, the team will visit partner elementary schools to gather information about current teaching of computational thinking, conduct a district-wide survey of elementary school teachers, and gather examples of instructional materials developed nationally to determine those that could be adapted locally. During the first summer, researchers will work with a team of teachers to develop pilot materials and instructional units for the 3rd, 4th, and 5th grade levels. These materials--scaffolded for non-native English speakers--will integrate computational thinking with NGSS and CCSS. During the second year, teachers will implement the instructional materials in their classrooms with support from UCI and OCDE. Data will be gathered to study the implementation process, the challenges faced and how they are addressed, the extent to which the materials engage the learners on the emotional, behavioral, and cognitive levels, and the suitability of the materials for promoting computational thinking among the targeted learners. During the second summer, the team will further refine materials for broader implementation in Orange County.