Using a Researcher-Practitioner Partnership Approach to Develop a Shared Evaluation and Research Agenda for Computer Science for All

使用研究人员与从业人员合作的方法为所有人制定计算机科学的共享评估和研究议程

• 批准号: 1745199
• 负责人: Alan Peterfreund
• 金额: $ 122.29万
• 依托单位: SageFox Consulting Group, LLC
• 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: 2017-09-01 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1745199&HistoricalAwards=false
• 关键词: Using; Researcher; Practitioner; Partnership; Approach

This project will adapt the Researcher-Practitioner Partnership (RPP) approach to build the capacity of evaluators and researchers to study, understand, and report on their project efforts and to establish a participant-driven, multi-site research agenda for the Computer Science for All: Researcher-Practitioner Partnerships (CS for All: RPP) program. This project will engage the community of funded partnerships to collectively work to develop a shared research agenda to facilitate the understanding of the efficacy of the RPP model and the impact on computer science (CS) and computational thinking (CT) education. The connected community will bring together the RPP research and evaluation teams and connect them to the larger CS for All education community through the CSforAll Consortium. This connection to the larger community will ensure a bidirectional dissemination - with the intellectual merit of the projects reaching the largest possible audience of researchers and practitioners, as well as ongoing connection to initiatives outside the funded RPPs helping to share learnings and best practices as well. The project will develop a community consensus on a research agenda for the RPP programs which may provide a solid foundation for future research, program evaluation and assessment. This project has the potential to affect the relative success of the CS for All: RPP projects and the program overall. By creating a connected community, it will promote a robust culture of sharing knowledge from experts (both within and external to the community), lessons learned in near-real time associated with implementation, having sharing common metrics that are both supportive of the projects and the program overall, and shared means of dissemination to broader communities of researchers and practitioners. This project has the broader potential of serving as a model for NSF programs for proactively developing the methods for shared learning and common metrics that have more commonly been developed and implemented at much later stages.To both support the projects and maintain awareness of the larger initiatives, we propose a Connected Community of Practice (CCOP). A Researcher-Evaluator Working Group (R-EWG) will form to provide a process for pursuing the shared research agenda developed through the CCOP. This structure will facilitate data collection, analysis, interpretation and dissemination at a program level. The approach will also generate a mechanism for those outside of the immediate RPP community to benefit from this investment by engaging in learning from the participants that will add value to the initial investment by supporting those undertaking the RPP work and scaling to a broader audience. Recognizing that the funded partnerships will likely be highly diverse in terms of size, context, research area and strength of working relationships, the project will deeply engage evaluators and researchers at the onset of the program to collaboratively develop a shared data set to capture participation data across projects, co-define an RPP research agenda to advance the field of CT/CS educational knowledge, and use the CS for All infrastructure for collaboration, learning and dissemination. This approach will lay the foundation for program-wide assessment and learning. The project will facilitate the community in developing a framework for answering: 1. What are the RPP-specific activities that are high-leverage/highly effective in affecting quality computer science education? 2. What common indicators are appropriate to collect across CS for All: RPP projects to demonstrate the relative and overall effectiveness of the RPP projects? 3. Using these indicators, what are the outcomes and impact of the CS for All: RPP projects for districts, teachers and students?

该项目将调整研究人员-实践者伙伴关系（RPP）的方法，以建立评估人员和研究人员的能力，以研究，理解和报告他们的项目工作，并建立一个参与者驱动的，多站点的研究议程计算机科学为所有：研究人员-实践者伙伴关系（CS为所有：RPP）计划。该项目将吸引受资助的合作伙伴共同努力，制定一个共同的研究议程，以促进对RPP模型的有效性以及对计算机科学（CS）和计算思维（CT）教育的影响的理解。互联社区将汇集RPP的研究和评估团队，并通过CSforAll联盟将他们与更大的CS for All教育社区联系起来。与更大社区的这种联系将确保双向传播-使项目的知识价值达到尽可能多的研究人员和从业人员受众，并与受资助的区域方案伙伴关系以外的倡议保持联系，帮助分享经验和最佳做法。该项目将就香港研究计划方案的研究议程建立社区共识，为未来的研究、方案评估和评估提供坚实的基础。这个项目有可能影响到“人人享有CS：RPP”项目和整个计划的相对成功。通过创建一个相互连接的社区，它将促进一种强大的文化，分享来自专家（社区内外）的知识，与实施相关的近实时经验教训，共享支持项目和整体计划的共同指标，以及向更广泛的研究人员和从业者社区传播的共享手段。该项目具有更广泛的潜力，可以作为NSF计划的一个模型，用于主动开发共享学习和通用度量的方法，这些方法通常在后期阶段开发和实施。为了支持项目并保持对更大计划的认识，我们提出了一个连接的实践社区（CCOP）。将成立一个研究员-评价员工作组，以便提供一个进程，推动通过缔约方大会制定的共同研究议程。这一结构将促进方案一级的数据收集、分析、解释和传播。这个方法亦会建立一个机制，让非直接参与“香港资源增值计划”的人士，透过向参与者学习，从这项投资中获益，从而为进行“香港资源增值计划”工作的人士提供支援，并扩大服务范围，令初期投资增值。认识到受资助的合作伙伴关系在规模，背景，研究领域和工作关系强度方面可能高度多样化，该项目将在计划开始时深入参与评估人员和研究人员，以合作开发共享数据集，以获取跨项目的参与数据，共同定义RPP研究议程，以推进CT/CS教育知识领域，并使用CS for All基础设施进行协作、学习和传播。这一方法将为全方案的评估和学习奠定基础。该项目将促进社区制定一个框架，以回答：1。在影响高质量计算机科学教育方面，哪些特定于RPP的活动具有高杠杆作用/高度有效？2.在“普及资讯科技：香港方案计划”的各个项目中，应收集哪些共通指标，以显示方案计划的相对及整体成效？3.根据这些指标，“普及教育香港方案”计划对地区、教师和学生的成果和影响为何？

项目成果

Exploring research practice partnerships for use in K--12 computer science education

探索用于 K--12 计算机科学教育的研究实践伙伴关系

• DOI: 10.1145/3477607
• 发表时间: 2021
• 期刊: ACM Inroads
• 作者: McGill, Monica M.;Peterfreund, Alan;Sexton, Stacey;Zarch, Rebecca;Kargarmoakhar, Maral
• 通讯作者: Kargarmoakhar, Maral

Community Design for Connected Communities of Practice in Computer Science Education Research

计算机科学教育研究中互联实践社区的社区设计

• DOI: 10.1145/3408877.3439646
• 发表时间: 2021
• 期刊: SIGCSE '21: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education
• 作者: Wortel-London, Stephanie;DeLyser, Leigh Ann;Sexton, Stacey
• 通讯作者: Sexton, Stacey

Evaluation and assessment for improving CS teacher effectiveness

提高CS教师效能的评价与评估

• DOI: 10.1145/3410478
• 发表时间: 2020
• 期刊: ACM Inroads
• 作者: McGill, Monica M.;DeLyser, Leigh Ann;Brennan, Karen;Franke, Baker;Kaylor, Errol;Mayhew, Eric;Mills, Kelly;Yadav, Aman
• 通讯作者: Yadav, Aman