Preparing K-5 Teachers to Integrate the Computer Science Standards of Learning in Inclusive Classrooms to Support Students with High Incidence Disabilities

让 K-5 教师做好准备，将计算机科学学习标准融入包容性课堂，以支持残疾率高的学生

• 批准号: 1837380
• 负责人: Amy Hutchison
• 金额: $ 99.94万
• 依托单位: George Mason University
• 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: 2018-10-01 至 2022-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1837380&HistoricalAwards=false
• 关键词: Preparing; Teachers; Integrate; Computer; Science

Although there has been an increase in efforts to introduce computer science and computational thinking (CS/CT) into secondary schools, most initiatives have not been designed to develop related knowledge and skills necessary for elementary in-service teachers. This issue is particularly important as states begin to adopt CS standards for K-12 with little to no support for implementation of the standards. At the same time, students with the most common disabilities need to have opportunities to learn the content and practices outlined those CS standards. The project will address this problem by generating, working in partnership with a local school division, Norfolk City Public Schools, a usable, comprehensive, effective, and appealing model of professional development (PD) to support CS integration in elementary instruction for all learners, with an emphasis on supporting students with high-incidence disabilities. In developing PD for integration of CS standards in elementary grades and creating resources to support teachers in this integration, this project will work with more than 75 elementary teachers in the partner district. Of the nearly 10,000 current K-5th grade students in NCPS in any given year, these teachers will, conservatively, teach 1,500 students or 15% of the student population yearly. The PD model will also be extended into other school divisions in Virginia through its relationship with CodeVA. Finally, PD and research-partnership strategies will be disseminated through online resources (i.e., video library, online training modules), presentations at local and national conferences, and peer reviewed manuscripts.Faculty from George Mason University and Old Dominion University created a Researcher Practitioner Partnership with personnel from Norfolk City Public Schools (NCPS) that will use a Design Based Implementation Research (DBIR) process to refine an effective PD model to support elementary teachers in inclusive classrooms in integrating recently-mandated CS standards into math, science, and literacy instruction in ways accessible to students with high-incidence disabilities (e.g. learning disabilities, emotional or behavioral disorders, mild intellectual disability, high functioning autism, and attention-deficit hyperactivity disorder). Theoretically and conceptually, the research will contribute to pedagogical strategies and approaches for integrating computer science and understanding how elementary teachers understand CS standards and approach CS integration. The Universal Design for Learning instructional framework will guide the implementation team and partner educators to design instruction to meet the needs of all learners, including those with disabilities, by addressing barriers to learning. The research will examine CS sequencing through grade-appropriate progressions by drawing on the expert insights of elementary classroom teachers. The project will also develop disciplinary literacy through CS as students use various strategies to read, write, and communicate their understanding within and among various disciplines. Combined, these efforts will help answer the overarching question: How do multiple stakeholders collaboratively refine and develop effective and sustainable PD on the integration of computer science in K-5 inclusive classrooms to support students with high incidence disabilities? The project will collect data via interviews with teachers, field notes from observations, teacher assessment & survey results, verbal protocol data, teacher lesson plans, video data, and student work samples across 6-week iterative cycles as part of the DBIR process. Analysis of interviews, observations, lesson plans, and verbal protocol think-alouds in each cycle will rely on the constant-comparative qualitative method. Analysis of data from pre-post measures will include descriptive statistics and paired-sample t-test to measure the growth of teachers through the PD.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.

尽管在中学引入计算机科学和计算思维（CS/CT）的努力有所增加，但大多数举措并不是为了培养小学在职教师所需的相关知识和技能。这个问题尤其重要，因为各州开始采用 K-12 的 CS 标准，但几乎没有支持该标准的实施。与此同时，患有最常见残疾的学生需要有机会学习这些计算机科学标准概述的内容和实践。该项目将通过与当地学校部门诺福克市公立学校合作，创建一个可用、全面、有效和有吸引力的专业发展 (PD) 模型来解决这一问题，以支持所有学习者将 CS 融入基础教学，重点是支持残疾率高的学生。为了制定小学年级 CS 标准整合的 PD 并创建资源来支持教师整合，该项目将与合作地区超过 75 名小学教师合作。 NCPS 目前有近 10,000 名 K-5 年级学生，保守地说，这些教师每年将教 1,500 名学生，即学生人数的 15%。通过与 CodeVA 的合作，PD 模式还将扩展到弗吉尼亚州的其他学部。最后，PD 和研究合作战略将通过在线资源（即视频库、在线培训模块）、地方和国家会议上的演示以及同行评审的手稿进行传播。乔治梅森大学和奥多明尼恩大学的教师与诺福克市公立学校 (NCPS) 的人员建立了研究人员实践者合作伙伴关系，该合作伙伴关系将使用基于设计的实施研究 (DBIR) 流程来完善有效的 PD 模型 支持包容性课堂的小学教师以高发残疾学生（例如学习障碍、情绪或行为障碍、轻度智力障碍、高功能自闭症和注意力缺陷多动障碍）可以接受的方式将最近颁布的计算机科学标准融入数学、科学和识字教学中。从理论上和概念上讲，该研究将有助于制定整合计算机科学的教学策略和方法，并了解小学教师如何理解计算机科学标准和方法计算机科学整合。通用学习设计教学框架将指导实施团队和教育工作者合作伙伴设计教学，通过解决学习障碍来满足所有学习者（包括残疾人）的需求。该研究将利用小学教师的专家见解，通过适合年级的进展来检查 CS 排序。该项目还将通过计算机科学培养学生的学科素养，让学生使用各种策略来阅读、写作和交流他们对不同学科内部和学科之间的理解。综合起来，这些努力将有助于回答一个首要问题：多个利益相关者如何协作完善和开发有效且可持续的 PD，将计算机科学整合到 K-5 包容性课堂中，以支持高发残疾学生？作为 DBIR 流程的一部分，该项目将通过与教师访谈、现场观察记录、教师评估和调查结果、口头协议数据、教师课程计划、视频数据和学生作业样本来收集数据，这些数据将在 6 周的迭代周期中进行。每个周期中对访谈、观察、课程计划和口头协议的有声思考的分析将依赖于持续比较定性方法。对职前测量数据的分析将包括描述性统计和配对样本 t 检验，以衡量教师通过 PD 的成长。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优点和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Designing a Model of Computer Science Professional Development for Elementary Educators in Inclusive Settings

为包容性环境中的小学教育者设计计算机科学专业发展模型

• 发表时间: 2021
• 期刊: Journal of technology and teacher education
• 作者: Hutchison, A.

Evaluating the role of professional development on elementary teachers’ knowledge, comfort, and beliefs related to teaching computer science to students with high-incidence disabilities

评估专业发展对小学教师与向残疾高发学生教授计算机科学相关的知识、舒适度和信念的作用

• DOI: 10.1080/15391523.2022.2089408
• 发表时间: 2022
• 期刊: Journal of Research on Technology in Education
• 影响因子: 5.1
• 作者: Hutchison, Amy;Gutierrez, Kristie;Colwell, Jamie;Evmenova, Anya;Offutt, Jeff;Gross, Margaret
• 通讯作者: Gross, Margaret