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

研究人员与实践者合作，为 K-5 教室的所有人设计、实施、评估和扩展集成计算机科学

基本信息

批准号：
1837086
负责人：
W Richards Adrion
金额：
$ 199.89万
依托单位：
University of Massachusetts Amherst
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-09-01 至 2024-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1837086&HistoricalAwards=false
关键词：
Researcher Practitioner Partnership Design Implement

项目摘要

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.

全民计算机科学倡议在全国各区越来越多地出现，但新方法仍有许多值得学习的地方，特别是在小学一级。CS for All Springfield Researcher-Practitioner Partnership（RPP）提出了一项为期四年的计划，旨在将基于标准的计算机科学和计算思维（CS/CT）概念，学习进度和实践纳入所有斯普林菲尔德马萨诸塞州K-5公立学校的核心课程。该伙伴关系的主要预期长期成果是（1）准备一个多样化的学生群体，包括英语学习者，残疾学生，服务不足的种族和民族，以及经历贫困的学生，“有效地使用和创造技术来解决复杂的问题”，他们需要高中后的大学和职业，以及（2）在区内发展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，拥有1,000多名教师。达到1 000名教师和12 000名学生是一项重大挑战。“门户”城市，如斯普林菲尔德是重要的创新孵化器。通过专注于K-5，该伙伴关系有机会设计课程，包括CS/CT教学和学习的所有学生，如果成功的话，创建一个可持续的模式，将影响其他多样化的大中型城市地区。该伙伴关系将为实施新课程试点和地区范围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有关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调查和改进实践的专业发展。CS for All Springfield将使教师能够获得技能和信心，以创造一个有效和公平的学习环境，这将达到斯普林菲尔德的大量代表性不足和经济上处于不利地位的学生，并将他们放在一条道路上，使他们能够在中学，高中，学院和职业。已建立的CS for All Springfield研究人员-实践者合作伙伴关系，包括学习科学，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、教学和信息技术专家以及课程协调员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，并为研究和评估提供信息;使用外部和嵌入式专业发展的战略;和跨学校专业学习社区（PLC）与当前的校本PLC相关联。研究问题将集中在实施二元PLC的特点和挑战和机遇;学生的学习，兴趣和技能的变化;以及成功实施CS for All的障碍和机会。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。

项目成果

期刊论文数量（13）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Storytelling through Programming in Scratch: Interdisciplinary Integration in the Elementary English Language Arts Classroom

通过 Scratch 编程讲故事：小学英语语言艺术课堂的跨学科整合

DOI：
发表时间：
2021
期刊：
Proceedings of the Fifth Asia Pacific Society for Computers in Education International Conference on Computational Thinking and STEM Education,
影响因子：
0
作者：
Pektas, Emrah;Sullivan, Florence
通讯作者：
Sullivan, Florence

Developing Pedagogical Practices That Support Disciplinary Practices When Integrating Computer Science Into Elementary School Curriculum

将计算机科学融入小学课程时，制定支持纪律实践的教学实践

DOI：
发表时间：
2020
期刊：
Proceedings of the 14th International Conference on the Learning Sciences
影响因子：
0
作者：
Sullivan, Florence;Enrique Suárez;Emrah Pektas;and Lian Duan.
通讯作者：
and Lian Duan.

Anti-racism is not an initiative: How professional learning communities may advance equity and social-emotional learning in schools

反种族主义不是一项倡议：专业学习社区如何促进学校的公平和社会情感学习

DOI：
10.1080/00405841.2022.2036058
发表时间：
2022
期刊：
Theory Into Practice
影响因子：
3.2
作者：
Leonard, Ann M.;Woodland, Rebecca H.
通讯作者：
Woodland, Rebecca H.

A Fringe Topic in a Fragile Network: How Digital Literacy and Computer Science Instruction Is Supported (or Not) by Teacher Ties

脆弱网络中的边缘话题：教师关系如何支持（或不支持）数字素养和计算机科学教学

DOI：
10.1145/3218361
发表时间：
2018
期刊：
ACM Transactions on Computing Education
影响因子：
2.4
作者：
Mazur, Rebecca;Woodland, Rebecca H.
通讯作者：
Woodland, Rebecca H.

Supporting Elementary Teacher's Reflections on Equity in CS Education: A Case Study Approach

支持小学教师对计算机科学教育公平性的思考：案例研究方法

DOI：
10.1145/3291279.3341208
发表时间：
2019
期刊：
Proceedings of the 2019 ACM Conference on International Computing Education Research
影响因子：
0
作者：
Sullivan, Florence;Tulungen, Catherine;Veeragoudar, Sneha;Pektas, Emrah
通讯作者：
Pektas, Emrah