A Researcher-Practitioner Partnership to Design, Implement, Assess, and Scale Integrated Computer Science for All in K-5 Classrooms

全民计算机科学（CS for All）倡议越来越多地出现在全国各地的地区，但仍有许多新方法需要学习，特别是在初级阶段。春田市所有计算机科学研究实践者伙伴关系（RPP）提出了一项为期四年的计划，将基于标准的计算机科学和计算思维（CS/CT）概念、学习进展和实践整合到马萨诸塞州春田市所有K-5公立学校的核心课程中。该伙伴关系的主要预期长期成果是：(1)培养多样化的学生群体，包括英语学习者、残疾学生、服务不足的种族和民族以及贫困学生，“有效地使用和创造技术来解决复杂问题”，这些问题是他们高中毕业后上大学和就业所需的，(2)在学区内培养CS/CT教学和学习的专业知识。斯普林菲尔德拥有马萨诸塞州第二大公立学区，包括33所小学和其他学校，为近1.2万名K-5学生提供服务，有1000多名教师。为1000名教师和12000名学生提供服务是一项重大挑战。斯普林菲尔德等“门户”城市是重要的创新孵化器。通过专注于K-5，合作伙伴关系有机会设计包括所有学生的CS/CT教学和学习的课程，如果成功，将创建一个可持续的模式，影响其他多样化的中大型城市地区。该伙伴关系将为实施新课程试点和在地区范围内实施的教师开发一个创新的、协作的教学支持网络，并为教师和学校领导提供专业发展，包括计算机科学和计算思维的基本概念、标准、课程、工具和教学法，以及基于证据的集体探究和实践改进。CS for All Springfield将使教师获得技能和信心，以创造一个有效和公平的学习环境，这将惠及Springfield大量代表性不足和经济上处于不利地位的学生，并使他们走上一条道路，为他们在初中、高中、大学和职业生涯中使用技术和计算思维做好准备。由学习科学、教育政策、社会科学和计算机科学研究人员、经验丰富的评估人员、教师、学校和地区领导、教学和IT专家以及课程协调员组成的春田市全社会科学研究与实践伙伴关系将采取一种雄心勃勃的创新方法。该项目将结合基于设计的实施研究；一系列敏捷、迭代和协作的试点和大规模实施，这些试点和实施由研究和评估提供信息；利用外部和嵌入式专业发展的策略；以及与现有校本专业学习社区相结合的跨学校专业学习社区。研究问题将集中在二元PLC的特点和实现中的挑战和机遇；学生学习、兴趣和技能的变化；以及成功实施全民保健的障碍和机会。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Computer Science for All (CS for All) initiatives are increasingly present in districts nationwide, however there is much to be learned from new approaches, particularly at the elementary level. The CS for All Springfield Researcher-Practitioner Partnership (RPP) proposes a four-year plan to integrate standards-based computer science and computation thinking (CS/CT) concepts, learning progressions, and practices in core curricula across all Springfield Massachusetts K-5 public schools. The Partnership's primary intended long-term outcomes are (1) to prepare a diverse student population, including English learners, students with disabilities, underserved race and ethnicities, and students experiencing poverty, "to effectively use and create technology to solve complex problems" that they need post-high school for college and career, and (2) to grow the expertise for CS/CT teaching and learning within the District. Springfield has the second largest public-school district in Massachusetts and includes 33 elementary and other schools that serve almost 12,000 K-5 students, staffed by more than 1,000 teachers. Reaching 1,000 teachers and 12,000 students is a significant challenge. "Gateway" cities, such as Springfield are important incubators of innovation. By focusing on K-5, the partnership has an opportunity to design curricula that includes all students in CS/CT teaching and learning and, if successful, create a sustainable model that will influence other, diverse, medium-to-large urban districts. The Partnership will develop an innovative, collaborative instructional support network for teachers implementing the new curricula pilots and district-wide implementation and provide professional development for teachers and school leaders on the fundamental concepts, standards, curricula, tools and pedagogy for computer science and computational thinking, and on evidence-based collective inquiry and improvement of practice. CS for All Springfield will enable teachers to gain the skills and confidence to create an effective and equitable learning environment, which will reach Springfield's large number of underrepresented and economically disadvantaged students and put them on a path that prepares them to use technology and computational thinking in middle school, high school, college and careers.The established CS for All Springfield researcher-practitioner partnership of learning science, educational policy, social science and computer science researchers, experienced evaluators, teachers, school and district leaders, instructional and IT specialists, and curriculum coordinators will undertake an ambitious and innovative approach. The project will couple Design-Based Implementation Research; a series of agile, iterative and collaborative pilots and at-scale implementations informed by and informing research and evaluation; a strategy for using external and embedded professional development; and cross-school professional learning communities (PLC) linked with current school-based PLCs. The research questions will focus on the characteristics and challenges and opportunities in implementation of the dyadic PLC; changes in students' learning, interest, and skills; and the barriers to and opportunities for a successful CS for All implementation.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.