CS4SA-HS: Developing a collaborative of secondary computer science teachers to increase Latinx participation in CS

CS4SA-HS：发展中学计算机科学教师的协作，以增加拉丁裔对计算机科学的参与

• 批准号: 1923269
• 负责人: Timothy Yuen
• 金额: $ 99.96万
• 依托单位: University of Texas at San Antonio
• 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: 2019-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1923269&HistoricalAwards=false
• 关键词: CS4SA; HS; Developing; collaborative; secondary

The University of Texas at San Antonio (UTSA) and teachers and administrators in the San Antonio Independent School District (SAISD) -- a district with a majority Latinx student population -- propose a researcher-practitioner partnership (RPP), CS4SA-HS. The project will design and implement a rigorous teacher professional development (PD) program to develop a qualified high school computer science (CS) teacher workforce in Texas. It will target non-CS high school teachers and prepare them to become highly qualified CS teachers of linguistically and culturally diverse learner populations. Overall, CS4SA-HS aims to increase Latinx participation in CS by building a collaborative of secondary teachers who are prepared to teach CS in their diverse classrooms, become advocates for and leaders of CS education in their districts, and contribute to broadening participation in CS and other STEM areas. Its specific aims are to: (1) Create and deliver a teacher PD program that emphasizes building foundational CS knowledge and skills and adopting culturally responsive approaches to CS teaching; (2) Increase CS learning opportunities in school communities of large Latinx populations; (3) Establish a CS Pathway curriculum that meets the needs of communities with large Latinx populations; (4) Create sustainable and scalable CS PD opportunities within and across schools through teacher leadership; and (5) Advance the knowledge and research in CS teacher education, culturally responsive CS education, and teacher professional development. There are two main research questions: (i) In what ways can PD prepare secondary teachers from non-CS backgrounds to successfully teach CS in their culturally and linguistically diverse classrooms? (ii) Does culturally responsive CS teaching lead to increasing participation of Latinx students in CS? The project will increase our understanding of effective high school CS education for minority learner populations, providing best practices with respect to high school CS teacher PD and its impact on increasing Latinx participation in CS.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.

德克萨斯大学圣安东尼奥分校（UTSA）和圣安东尼奥独立学区（SAISD）的教师和管理人员-一个拉丁裔学生占多数的地区-提出了一个研究者-实践者伙伴关系（RPP），CS4 SA-HS。该项目将设计和实施一个严格的教师专业发展（PD）计划，以发展合格的高中计算机科学（CS）教师队伍在得克萨斯州。 它将针对非CS高中教师，并准备他们成为语言和文化多样性学习人群的高素质CS教师。总体而言，CS4 SA-HS旨在通过建立准备在其多样化的课堂上教授CS的中学教师的协作来增加Latinx在CS中的参与，成为所在地区CS教育的倡导者和领导者，并有助于扩大CS和其他STEM领域的参与。其具体目标是：（1）创建和提供教师PD计划，强调建立基本的CS知识和技能，并采用文化上敏感的CS教学方法;（2）增加大量拉丁裔人口的学校社区的CS学习机会;（3）建立CS途径课程，满足大量拉丁裔人口社区的需求;（4）通过教师领导，在学校内部和学校之间创造可持续和可扩展的CS PD机会;（5）推进CS教师教育，文化响应CS教育和教师专业发展的知识和研究。有两个主要的研究问题：（一）在何种方式可以PD准备从非CS背景的中学教师成功地教CS在他们的文化和语言多样化的教室？(ii)是否文化响应CS教学导致越来越多的拉丁裔学生参与CS？该项目将增加我们对有效的高中CS教育的少数民族学习人口的理解，提供关于高中CS教师PD的最佳实践及其对增加Latinx参与CS的影响。该奖项反映了NSF的法定使命，并已被认为是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值得支持。