Collaborative Research: CS Pathways RPP: A District Ownership-based Approach to Middle School Computer Science

合作研究：CS Pathways RPP：基于学区所有权的中学计算机科学方法

• 批准号: 1923452
• 负责人: Fred Martin
• 金额: $ 57.31万
• 依托单位: University of Massachusetts Lowell
• 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: 2019-09-15 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1923452&HistoricalAwards=false
• 关键词: Collaborative; Research; CS; Pathways; RPP

The University of Massachusetts Lowell and the University at Albany will partner with three urban school districts (Lowell and Methuen, MA, and Schenectady, NY) to build a researcher and practitioner partnership to create inclusive, culturally-responsive, and sustainable computer science programs at the middle school level. The project will use best practices from research-practice partnerships, including the SCRIPT framework from the CSforALL Consortium. The project will engage stakeholders from across school districts in building their commitment to computer science education.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.

马萨诸塞大学洛厄尔分校和奥尔巴尼大学将与三个城市学区(马萨诸塞州洛厄尔、马萨诸塞州梅图恩和纽约州斯克内克塔迪)合作，建立研究人员和实践者伙伴关系，在中学层面创建包容性、文化响应性和可持续的计算机科学课程。该项目将使用研究-实践伙伴关系的最佳做法，包括CSforALL联盟的脚本框架。该项目将吸引来自不同学区的利益相关者建立他们对计算机科学教育的承诺。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。

项目成果

Project, District and Teacher Levels: Insights from Professional Learning in a CS RPP Collaboration

项目、地区和教师级别：CS RPP 合作中专业学习的见解

• DOI: 10.1145/3408877.3432519
• 发表时间: 2021
• 期刊: SIGCSE '21: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education
• 作者: Ni, Lijun;Martin, Fred;Bausch, Gillian;Benjamin, Rebecca;Hsu, Hsien-Yuan;Feliciano, Bernardo
• 通讯作者: Feliciano, Bernardo

CS Pathways: A Culturally Responsive Computer Science Curriculum for Middle School

CS Pathways：具有文化适应性的中学计算机科学课程

• DOI: 10.1109/fie56618.2022.9962664
• 发表时间: 2022
• 期刊: 2022 IEEE Frontiers in Education Conference (FIE
• 作者: Jain, Garima;Martin, Fred;Feliciano, Bernardo;Hsu, Hsien-Yuan;Fauvel-Campbell, Barbara;Bausch, Gillian;Ni, Lijun;Thomas-Cappello, Elizabeth
• 通讯作者: Thomas-Cappello, Elizabeth

Creating Apps for Community and Social Good: Learning Outcomes of a Culturally Responsive Middle School Computer Science Curriculum

为社区和社会公益创建应用程序：文化响应型中学计算机科学课程的学习成果

• DOI: 10.1145/3545945.3569781
• 发表时间: 2023
• 期刊: Proceedings of the 54th ACM Technical Symposium on Computer Science Education (SIGCSE '23
• 作者: Ni, Lijun;Bausch, Gillian;Thomas-Cappello, Elizabeth;Martin, Fred;Feliciano, Bernardo
• 通讯作者: Feliciano, Bernardo

Computer science teacher professional development and professional learning communities: a review of the research literature

计算机科学教师专业发展和专业学习社区：研究文献综述

• DOI: 10.1080/08993408.2021.1993666
• 发表时间: 2021
• 期刊: Computer Science Education
• 影响因子: 2.7
• 作者: Ni, Lijun;Bausch, Gillian;Benjamin, Rebecca
• 通讯作者: Benjamin, Rebecca

Middle school teachers’ self-efficacy in teaching computer science and digital literacy: Impact of the CS Pathways RPP professional development program

中学教师在计算机科学和数字素养教学中的自我效能感：CS Pathways RPP 专业发展计划的影响

• DOI: 10.13140/rg.2.2.31416.26887
• 发表时间: 2021
• 期刊: The intersection of RPPs and BPC in CS education: A culmination of papers from the RPPforCS Community
• 作者: Bausch, G.;Ni, L.;Martin, F.;Hsu, H.;Feliciano, B
• 通讯作者: Feliciano, B