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.

尽管将计算机科学和计算思维（CS/CT）引入中学的努力有所增加，但大多数计划并未旨在发展基础服务教师所需的相关知识和技能。这个问题尤其重要，因为国家开始采用K-12的CS标准，几乎没有支持实施标准。同时，最常见的残疾学生需要有机会学习这些CS标准的内容和实践。该项目将通过与当地学校部门，诺福克市公立学校（Norfolk City Public Sc​​hools）合作来解决这一问题，这是一种可用，全面，有效且具有吸引力的专业发展模型（PD），以支持所有学习者的基础教学中的CS集成，并强调支持具有高度障碍的学生。在开发PD以集成基础等级的CS标准并创建资源以支持教师中的PD时，该项目将与合作伙伴区的75多名基础教师合作。在任何一年中，在NCP的近10,000名K-5年级学生中，这些老师将保守地教1,500名学生或每年的学生人数的15％。 PD模型还将通过与Codeva的关系扩展到弗吉尼亚州的其他学校部门。最后，PD和研究合作策略将通过在线资源（即视频库，在线培训模块），本地和民族会议的演讲以及同行评审的手稿进行分解在包容性教室中支持小学教师，以将最近确定的CS标准纳入数学，科学和识字教学，以高侵入性障碍的学生（例如学习障碍，情绪或行为障碍，轻度智力残疾，高功能自动和高功能自动疾病以及注意力缺陷多障碍障碍）可以访问数学，科学和识字教学。从理论和概念上讲，这项研究将有助于教学策略和方法，以整合计算机科学并了解基础教师如何理解CS标准和方法CS集成。用于学习教学框架的通用设计将指导实施团队和合作伙伴教育工作者设计教学，以通过解决学习障碍来满足所有学习者的需求，包括残疾人。该研究将通过借鉴基础课堂教师的专家见解，通过适合年级的进步来检查CS测序。该项目还将通过CS发展纪律素养，因为学生使用各种策略来阅读，写作和传达他们在各个学科中的理解。结合在一起，这些努力将有助于回答总体问题：多个利益相关者如何协作并在K-5包容性教室中整合计算机科学以支持高发病率的学生？该项目将通过与教师的访谈，观察结果，教师评估和调查结果，口头协议数据，教师课程计划，视频数据和学生作品样本的访谈收集数据，这是DBIR过程的一部分。分析每个周期中的访谈，观察，课程计划和口头协议思维思想，将依赖于恒定的季度定性方法。分析来自POST措施的数据将包括描述性统计数据和配对样本t检验，以通过PD来衡量教师的成长。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的影响来通过评估来获得支持的。

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