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

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)的教师和行政人员提出了一个研究人员-从业者伙伴关系(RPP)，CS4SA-HS。该项目将设计和实施严格的教师专业发展(PD)计划，以培养德克萨斯州合格的高中计算机科学(CS)教师队伍。它将以非CS高中教师为目标，并使他们准备成为语言和文化多样化学习群体中的高素质CS教师。总体而言，CS4SA-HS旨在通过建立一个由准备在不同课堂教授CS的中学教师之间的合作关系来增加拉美裔学生对CS的参与，使他们成为各自地区CS教育的倡导者和领导者，并为扩大CS和其他STEM领域的参与做出贡献。它的具体目标是：(1)创建和提供教师社区发展计划，强调建立基础的CS知识和技能，并采用顺应文化的方法进行CS教学；(2)在拉丁裔人口众多的学校社区增加CS学习机会；(3)建立CS路径课程，以满足拉丁裔人口众多的社区的需求；(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；以及(5)促进CS教师教育、文化响应型CS教育和教师专业发展方面的知识和研究。主要的研究问题有两个：(I)PD可以通过哪些方式培养来自非CS背景的中学教师，以便在他们的文化和语言多样化的课堂上成功地教授CS？(Ii)顺应文化需要的CS教学是否会增加拉丁裔学生在CS课程中的参与度？该项目将增加我们对针对少数族裔学生群体的有效高中CS教育的理解，提供关于高中CS教师PD的最佳实践及其对增加拉美裔参与CS的影响。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。

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.