UTeach and NYC: A Design Research Partnership to Expand and Improve High School Computer Science Education for Underrepresented Urban Youth

德克萨斯大学奥斯汀分校（UT Austin）提出了一个研究-实践者伙伴关系（RPP），并在六个纽约市公立学区之间，以检查在何种程度上共同设计的课程，教学实践和教师支持，可以建立组织能力，以支持公平的计算机科学（CS）的教学和学习的CSforAll国家运动的要求。该项目建立在UTeach计算机科学计划的前期工作基础上，其中包括UTeach CS原理课程和相关教师专业发展（PD）的创建。这项工作的重点是关于组织条件和教学实践的剩余问题，鼓励广泛的学生参与CS，特别是在代表性不足的城市青年。纽约市公立学校管理人员和课堂教师的项目小组将与研究人员，课程开发人员和专业学习和支持专家合作，以提高黑人和拉丁美洲/学生的参与，学习，参与CS。在方法论上，基于设计的实施研究（DBIR）的方法将被用来解决三个首要的研究问题：1。根据报名CS课程的学生多样性来衡量，哪些组织条件、流程和支持与黑人和拉丁裔/a学生更好地参与CS相关？2.什么样的基于项目的教学策略，材料和干预措施与改善学生学习UTeach CS原则在黑人和拉丁美洲/a学生，根据标准项目标题和单元和大学先修课程（AP）考试成绩的项目上的学生成绩来衡量？3.什么样的非认知方法（例如，教师信息、课堂惯例、招聘策略等）与黑人和拉丁美洲/a学生在UTeach CS原则和保留CS的基础上，在以下CS课程的注册提高参与和动机？该项目将推进将有助于有效的组织条件的知识，以及教学干预，以促进参与，参与和学习不同群体的学生在AP CS原则，专业学习和必要的支持，以准备教师与不同的内容背景教CS，和战略，以解决实践中的问题，通过合作，该奖项反映了NSF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。

The University of Texas Austin (UT Austin) proposes a research-practitioner partnership (RPP) between and across six New York City public school districts to examine the degree to which co-design of curriculum, instructional practices, and teacher supports can build organizational capacity to support equitable computer science (CS) teaching and learning as called for by the CSforAll national movement. The project builds on the prior work of the UTeach Computer Science Program) which included creation of the UTeach CS Principle course and associated teacher professional development (PD). This work focuses on remaining questions about the organizational conditions and instructional practices that encourage broad student participation in CS, looking at underrepresented urban youth in particular.The project team of New York City public school administrators and classroom teachers will collaborate with researchers, curriculum developers, and professional learning and support specialists with the goal of improving Black and Latino/a student participation, learning, and engagement in CS. Methodologically, a Design-Based Implementation Research (DBIR) approach will be employed to address three overarching research questions: 1. What organizational conditions, processes, and supports are associated with improved participation by Black and Latino/a students in CS, as measured by the diversity of students enrolling in CS courses? 2. What kinds of project-based instructional strategies, materials, and interventions are associated with improved student learning in UTeach CS Principles among Black and Latino/a students, as measured by student scores on projects according to standard project rubrics and unit and Advanced Placement (AP) exam scores?3. What kinds of non-cognitive approaches (e.g., teacher messaging, classroom routines, recruitment strategies, etc.) are associated with improved engagement and motivation by Black and Latino/a students in UTeach CS Principles and retention in CS based on enrollment in following CS courses? This project will advance will contribute to knowledge about effective organizational conditions, as well as instructional interventions to promote participation, engagement, and learning across diverse groups of students in AP CS Principles, the professional learning and support necessary to prepare teachers with diverse content backgrounds to teach CS, and the strategies employed to address problems of practice through collaborative, iterative design.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.