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

UTeach 和纽约市：设计研究合作伙伴关系，旨在扩大和改善代表性不足的城市青年的高中计算机科学教育

• 批准号: 1837687
• 负责人: Kimberly Hughes
• 金额: $ 100万
• 依托单位: University of Texas at Austin
• 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 2023-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1837687&HistoricalAwards=false
• 关键词: UTeach; NYC; Design; Research; Partnership

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.

德克萨斯大学奥斯汀分校(UT Austin)提议在纽约市六个公立学区之间建立研究-实践者伙伴关系(RPP)，以审查课程、教学实践和教师支持的共同设计在多大程度上可以建立组织能力，以支持CSforAll全国运动所呼吁的公平的计算机科学(CS)教和学。该项目建立在UTeach计算机科学计划(UTeach Computer Science Program)先前工作的基础上，其中包括创建UTeach计算机科学原理课程和相关教师专业发展(PD)。这项工作集中在鼓励学生广泛参与CS的组织条件和教学实践方面的剩余问题，特别是关注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团队将与研究人员、课程开发人员和专业学习和支持专家合作，目标是提高黑人和拉丁裔/a学生在CS中的参与度、学习和参与度。在方法论上，将采用基于设计的实施研究(DBIR)方法来解决三个主要研究问题：1.根据注册CS课程的学生的多样性来衡量，哪些组织条件、流程和支持与改善CS中黑人和拉丁裔/a学生的参与有关？2.什么样的基于项目的教学策略、材料和干预措施与改善黑人和拉丁裔/a学生在UTeach CS Prints中的学生学习有关，如根据标准项目规则和单元以及高级选修(AP)考试分数来衡量学生在项目上的分数？3.哪种非认知方法(例如，教师信息、课堂例程、招聘策略等)与黑人和拉丁裔/a学生提高参与度和积极性有关，UTeach CS Prints和基于注册以下CS课程的CS保留率？这一项目将有助于了解有效的组织条件，以及促进不同学生群体参与、参与和学习AP CS原则的教学干预措施，帮助具有不同内容背景的教师准备教授CS所需的专业学习和支持，以及通过协作、迭代设计解决实践问题所采用的策略。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。