EAGER: Building CT Readiness: An EAGER Proposal to Refine and Study a Framework for Integrating Computational Thinking Across Subjects in High-Poverty Elementary Schools

EAGER：建立 CT 准备：一项 EAGER 提案，旨在完善和研究高贫困小学跨学科整合计算思维的框架

• 批准号: 1838523
• 负责人: Babette Moeller
• 金额: $ 29.99万
• 依托单位: Education Development Center
• 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 2022-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1838523&HistoricalAwards=false
• 关键词: EAGER; Building; CT; Readiness; Proposal

Education Development Center (EDC) and its partners at the Research Alliance for NYC (New York City) Schools and Dr. Maya Israel of the University of Illinois propose an eighteen-month EAGER grant for research and development in the area of computational thinking (CT) integration in elementary education. The primary purpose of the proposed work is for the research team to collaborate over 12 months with a group of 18 geographically dispersed school principals, teachers, evaluators, and subject-matter experts to iteratively refine an existing draft framework, self-diagnostic tool, and rubric for computational thinking integration across multiple school subjects. Subsequently, we will pilot test the revised tools over three months in six elementary schools in high-poverty areas in three states (New York, Illinois, and Florida) to investigate whether there is promising evidence that systematic use of these resources is associated with the successful integration of CT across elementary school curricula. These tools are meant to help high-poverty (and eventually all) schools clarify their definitions of CT and CT integration; to articulate their visions and plans for CT implementation; and to monitor the effectiveness of teacher professional development in CT instruction.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.

教育发展中心（EDC）及其在纽约市（纽约市）学校研究联盟的合作伙伴和伊利诺伊大学的Maya Israel博士提出了一项为期18个月的EAGER赠款，用于基础教育中计算思维（CT）整合领域的研究和开发。拟议工作的主要目的是让研究团队与18个地理上分散的学校校长、教师、评估人员和主题专家合作12个月，迭代完善现有的框架草案、自我诊断工具和用于多个学校科目的计算思维整合的规则。随后，我们将在三个州（纽约、伊利诺伊州和佛罗里达）的六所高贫困地区的小学对修订后的工具进行为期三个月的试点测试，以调查是否有有令人鼓舞的证据表明，系统地使用这些资源与小学课程中CT的成功整合有关。这些工具是为了帮助高贫困（最终所有）学校澄清他们的CT和CT整合的定义;阐明他们的愿景和CT实施计划;并监测教师专业发展在CT instruction.This奖项的有效性反映了NSF的法定使命，并已被认为是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的支持。