Collaborative Network of Grades 3-5 Educators for Computational Thinking for English Learners

3-5 年级英语学习者计算思维教育工作者协作网络

• 批准号: 1923136
• 负责人: Mark Warschauer
• 金额: $ 100万
• 依托单位: University of California-Irvine
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-09-01 至 2023-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1923136&HistoricalAwards=false
• 关键词: Collaborative; Network; Grades; Educators; Computational

Though Hispanics and English learners constitute two of the fastest growing segments of the K-12 student population, little is known about effective ways of teaching computational thinking to students in these groups, especially at the elementary school level. In the first stage of this project, the research team developed an innovative curriculum that included standards matching, language scaffolds, and culturally-relevant pedagogy to meet the needs of Hispanics and English learners and piloted a wide range of measures to assess the impact on learning processes and outcomes. Building on this successful Research-Practice Partnership between the University of California, Irvine, and Santa Ana Unified School District, the project will iteratively research and develop an approach for teaching computational thinking to SAUSD's large numbers of students who are Hispanic and English learners. The project will further develop the curriculum, refine the related professional development, scale up the project to 40 additional fourth grade teachers in 10 SAUSD schools, and collect a wide range of qualitative and quantitative data to iteratively improve the project and evaluate its impact on learning processes and outcomes. The project is among the first to examine the linguistic and sociocultural processes that underlie English learners' success in mastering computational thinking, as well as the role of computational thinking in an English language arts curriculum. Materials developed are based on California computer science and English language arts standards and will be actively disseminated to other districts in the state, making them available for use in a state that has the largest amount of Hispanic students (54%) and English learners (20%) in the nation. A team of graduate and undergraduate student researchers in the project, all of whom are Hispanic and/or female, will receive training in diverse research methods for CS education. Information about the project will also be integrated into courses in UC Irvine's Education Sciences Major, Master of Arts in Teaching, CalTeach, and PhD in Education programs, which together serve more than 1000 students per year, the majority of whom are underrepresented minorities and first-generation college students, and the majority of whom continue on to become K-12 or college faculty.By further developing the curriculum and professional development and implementing it in 40 additional classrooms, the project team will carefully assess the most effective instructional practices in aiding students' computational thinking, developing identity with the field of computer science, and developing academic language proficiency. The curriculum and professional development materials developed and refined through this project will be tailored to the needs of Hispanics and English learners through explicit teaching of CS language functions, inclusion of culturally relevant stories to read and create, and instruction based on collaboration, conversation and inquiry. The RPP team will address research questions focused on teaching such as the challenges and use of the curriculum units and the implications for the professional development; learning including the affects on students' attitudes and knowledge development; and the partnership including describing the ways to enhance the RPP to better address common goals and needs. Using mixed methods, the project will document the scale-up efforts and the development of new tools to support scaling up. Qualitative data will include transcripts from observations and interviews and notes from the design group. The team will analyze these data using grounded theory approaches. The team will collect pre-post quantitative data on students' computational thinking, literacy development, and identification and attitudes toward computer science. Because the data will be both continuous and ordinal, the team will use a range of analytic methods including paired t-tests, Mann-Whitney U tests, analyses of covariance, regressions, and hierarchical linear models to address the research questions.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.

虽然西班牙裔和英语学习者是K-12学生中增长最快的两个群体，但人们对向这些群体中的学生教授计算思维的有效方法知之甚少，特别是在小学阶段。在该项目的第一阶段，研究团队开发了一个创新的课程，包括标准匹配，语言支架和文化相关的教学法，以满足西班牙裔和英语学习者的需求，并试行了广泛的措施，以评估对学习过程和结果的影响。在加州大学欧文分校和圣安娜联合学区之间成功的研究实践合作伙伴关系的基础上，该项目将反复研究和开发一种方法，用于向SAUSD的大量西班牙裔和英语学习者教授计算思维。该项目将进一步开发课程，完善相关的专业发展，将该项目扩大到10所SAUSD学校的40名额外的四年级教师，并收集广泛的定性和定量数据，以迭代改进该项目并评估其对学习过程和成果的影响。该项目是第一个研究英语学习者成功掌握计算思维的语言和社会文化过程，以及计算思维在英语语言艺术课程中的作用的项目。开发的材料是基于加州计算机科学和英语语言艺术标准，并将积极传播到该州的其他地区，使他们可在一个拥有最多的西班牙裔学生（54%）和英语学习者（20%）的国家使用。该项目的研究生和本科生研究人员团队，他们都是西班牙裔和/或女性，将接受CS教育的各种研究方法的培训。有关该项目的信息也将被整合到加州大学欧文分校的教育科学专业，教学艺术硕士，CalTeach和教育博士课程中，这些课程每年为1000多名学生提供服务，其中大多数是代表性不足的少数民族和第一代大学生。他们中的大多数人继续成为K-12或大学教师。通过进一步开发课程和专业发展，并在另外40个教室实施，项目小组将仔细评估最有效的教学实践，以帮助学生培养计算思维，培养对计算机科学领域的认同感，以及提高学术语言能力。通过该项目开发和完善的课程和专业发展材料将通过明确的CS语言功能教学，包括文化相关的故事阅读和创作，以及基于协作，对话和探究的教学，来满足西班牙裔和英语学习者的需求。研究小组会集中研究教育方面的问题，例如课程单元的挑战和应用，以及对专业发展的影响;研究学习方面的问题，包括对学生态度和知识发展的影响;以及研究伙伴关系方面的问题，包括如何加强研究方案，以更好地满足共同的目标和需要。该项目将采用混合方法，记录扩大规模的努力和开发新工具以支持扩大规模的情况。定性数据将包括观察和访谈的记录以及设计小组的笔记。该团队将使用扎根理论方法分析这些数据。该团队将收集学生计算思维、读写能力发展以及对计算机科学的认同和态度的事前事后定量数据。由于数据将是连续的和有序的，该团队将使用一系列的分析方法，包括配对t检验，曼-惠特尼U检验，协方差分析，回归和分层线性模型，以解决研究问题。这个奖项反映了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。

项目成果

Teaching computational thinking to exceptional learners: lessons from two inclusive classrooms

向优秀学习者教授计算思维：两个包容性课堂的课程

• DOI: 10.1080/08993408.2021.1914459
• 发表时间: 2021
• 期刊: Computer Science Education
• 影响因子: 2.7
• 作者: Prado, Yenda;Jacob, Sharin;Warschauer, Mark
• 通讯作者: Warschauer, Mark

Teachers' Use of Video Reflections to Reinforce Computer Science Language and Concepts

教师使用视频反思来强化计算机科学语言和概念

• 发表时间: 2020
• 期刊: Research in Equitable and Sustained Participation in Engineering, Computing, and Technology
• 作者: Ha Nguyen;Leiny Garcia;S. Jacob;Debra J. Richardson;M. Warschauer
• 通讯作者: M. Warschauer

Describing Elementary Students' Spheres of Influence in Scratch 'About Me' Projects

描述小学生在 Scratch“关于我”项目中的影响范围

• DOI: 10.1145/3545945.3569869
• 发表时间: 2023
• 期刊: n Proceedings of the 54th ACM Technical Symposium on Computer Science Education
• 作者: Ojeda-Ramirez, Santiago;Tsan, Jennifer;Eatinger, Donna;Jacob, Sharin;Saito-Stehberger, Dana;Franklin, Diana;Warschauer, Mark
• 通讯作者: Warschauer, Mark

Coding attitudes of fourth-grade latinx students during distance learning

四年级拉丁裔学生在远程学习期间的编码态度

• DOI: 10.1080/08993408.2023.2237366
• 发表时间: 2023
• 期刊: Computer Science Education
• 影响因子: 2.7
• 作者: Garcia, Leiny;Parker, Miranda;Warschauer, Mark
• 通讯作者: Warschauer, Mark

Asset-based Approaches to Multilingual Students’ Computer Science Identity Development

针对多语言学生的基于资产的方法——计算机科学身份发展

• 发表时间: 2023
• 期刊: Journal of computer science integration
• 作者: SHARIN RAWHIYA JACOB;MARK WARSCHAUER
• 通讯作者: MARK WARSCHAUER