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) 计划越来越多地出现在全国各地区，但新方法有很多值得学习的地方，特别是在初级阶段。所有斯普林菲尔德研究人员-从业者合作伙伴关系 (RPP) 提出了一项四年计划，将基于标准的计算机科学和计算思维 (CS/CT) 概念、学习进度和实践整合到所有马萨诸塞州斯普林菲尔德 K-5 公立学校的核心课程中。该合作伙伴关系的主要预期长期成果是 (1) 为多元化的学生群体做好准备，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他们在高中毕业后进入大学和职业生涯所需的复杂问题”，以及 (2) 提高学区内 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 12,000 名 K-5 学生提供服务，并拥有 1,000 多名教师。覆盖 1,000 名教师和 12,000 名学生是一项重大挑战。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，该合作伙伴有机会设计涵盖所有学生的 CS/CT 教学和学习课程，如果成功，将创建一个可持续的模式，影响其他多元化的大中型城市地区。该伙伴关系将为实施新课程试点和全学区实施的教师开发一个创新的协作教学支持网络，并为教师和学校领导提供计算机科学和计算思维的基本概念、标准、课程、工具和教学法以及循证集体探究和实践改进方面的专业发展。 “面向全体斯普林菲尔德的计算机科学”将使教师获得创造有效和公平的学习环境的技能和信心，这将惠及斯普林菲尔德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的道路。“面向全体斯普林菲尔德的计算机科学”研究人员与实践者伙伴关系由学习科学、教育政策、社会科学和计算机科学研究人员、经验丰富的评估者、教师、学校和地区领导、教学和信息技术人员组成。专家和课程协调员将采取雄心勃勃和创新的方法。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，以研究和评估为基础并为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 PLC 相连的跨学校专业学习社区 (PLC)。研究问题将集中于二元PLC的特点以及实施中的挑战和机遇；学生的学习、兴趣和技能的变化；以及成功实施 CS for All 的障碍和机遇。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优势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.