Networks for CS Teacher Development: Building Robust Location Based Models of Teacher Learning and Community

计算机科学教师发展网络：构建强大的基于位置的教师学习和社区模型

• 批准号: 1935302
• 负责人: Lijun Ni
• 金额: $ 109.33万
• 依托单位: SUNY at Albany
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-01-01 至 2023-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1935302&HistoricalAwards=false
• 关键词: Networks; CS; Teacher; Development; Building

The State University of New York (SUNY) at Albany and the Computer Science Teachers Association (CSTA) propose a project to build the capacity of local CSTA chapters to create robust communities of teachers with increased sense of professional identity as computer science (CS) teachers. Currently, CSTA coordinates a network of over 70 local chapters in 39 states and Puerto Rico, with requests to start new chapters arriving every quarter. The expectation is that these chapters are teacher-led communities supporting their members' professional development. In practice though, local chapter leadership often struggles to create a vision for their work, leaving many chapters without defined goals or a sense of ownership of their work, and many CS teachers without a pathway to evidence-based ongoing professional learning. The goal of this project is to provide local chapters with the support they need to create robust communities that meet the professional needs of their members. The project will create a "Chapter in a Box" toolkit for defining chapter visions and goals, host an annual summit to develop volunteer chapter leadership, nurture a professional learning community among local chapter leadership, and provide support to local chapters in developing evidence-based professional development that meets the needs of local teachers. It will investigate two research questions. The first question focuses at the chapter level: How do the CSTA activities support the chapters in building capacity and ownership for their local chapter development? The second, two-part question, focuses at the teacher level: What kind of professional identity do CSTA teacher members bring to their CS teaching practice? and How does the local CSTA chapter influence teachers' perceptions of their professional identity and their use of evidence-based CS programs in the classroom? Outcomes of this project will be measured through the growth of CSTA chapter capacity and CSTA members' CS teacher professional identity, the implementation of evidence based professional development programs in the chapter regions, and connections between teachers of computer science and local CSforAll movements. The improvements resulting from this project have the potential to reach tens of thousands of CS teachers nationwide and to build our knowledge on how best to support teachers as they switch into 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.

纽约州立大学奥尔巴尼分校 (SUNY) 和计算机科学教师协会 (CSTA) 提出了一个项目，旨在建设当地 CSTA 分会的能力，以创建强大的教师社区，增强计算机科学 (CS) 教师的职业认同感。目前，CSTA 协调着由 39 个州和波多黎各 70 多个地方分会组成的网络，每个季度都会收到成立新分会的请求。 我们期望这些分会成为由教师领导的社区，支持其成员的专业发展。但在实践中，当地分会领导层往往难以为他们的工作制定愿景，导致许多分会没有明确的目标或对工作的主人翁意识，许多计算机科学教师也没有途径进行基于证据的持续专业学习。该项目的目标是为当地分会提供创建强大社区所需的支持，以满足其成员的专业需求。该项目将创建一个“盒子里的分会”工具包来定义分会愿景和目标，举办年度峰会以培养志愿者分会领导力，在当地分会领导层中培养专业学习社区，并为当地分会提供支持，以发展满足当地教师需求的循证专业发展。它将调查两个研究问题。第一个问题集中在分会层面：CSTA 活动如何支持分会建设其当地分会发展的能力和所有权？第二个问题由两部分组成，重点关注教师层面：CSTA 教师成员在 CS 教学实践中带来什么样的专业身份？当地的 CSTA 分会如何影响教师对其专业身份的看法以及他们在课堂上使用循证 CS 项目的情况？该项目的成果将通过 CSTA 分会能力的增长和 CSTA 成员的计算机科学教师专业身份的增长、分会地区基于证据的专业发展计划的实施以及计算机科学教师与当地 CSforAll 运动之间的联系来衡量。该项目带来的改进有可能惠及全国数以万计的计算机科学教师，并让我们了解如何最好地支持教师转向计算机科学。该奖项反映了 NSF 的法定使命，并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，被认为值得支持。

项目成果

Lessons and Challenges in Supporting CS Teachers through Local Communities: CS Teacher Leaders' Perceptions

通过当地社区支持计算机科学教师的经验教训和挑战：计算机科学教师领导者的看法

• DOI: 10.1145/3545947.3576313
• 发表时间: 2023
• 期刊: SIGCSE 2023: Proceedings of the 54th ACM Technical Symposium on Computer Science Education
• 作者: Tian, Yan;Ni, Lijun;McKlin, Tom;Baskin, Jake;Bohrer, Jason;Livingston, Matt
• 通讯作者: Livingston, Matt

Who is teaching computer science? understanding professional identity of American computer science teachers through a national survey

谁在教授计算机科学？

• DOI: 10.1080/08993408.2023.2195758
• 发表时间: 2023
• 期刊: Computer Science Education
• 影响因子: 2.7
• 作者: Ni, Lijun;Tian, Yan;McKlin, Tom;Baskin, Jake
• 通讯作者: Baskin, Jake

Supporting CS Teachers through Local Communities: Perceptions of CSTA Chapter Leaders

• DOI: 10.1145/3408877.3439623
• 发表时间: 2021-03
• 期刊: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education
• 作者: M. Livingston;Yan Tian;Lijun Ni;Tom Mcklin;Jake Baskin;Jason Bohrer

Understanding Professional Identity of Computer Science Teachers: Design of the Computer Science Teacher Identity Survey

了解计算机科学教师的职业身份：计算机科学教师身份调查的设计

• DOI: 10.1145/3446871.3469766
• 发表时间: 2021
• 期刊: ICER 2021: Proceedings of the 17th ACM Conference on International Computing Education Research
• 作者: Ni, Lijun;McKlin, Tom;Hao, Han;Baskin, Jake;Bohrer, Jason;Tian, Yan
• 通讯作者: Tian, Yan

"It is what the situation demands": How Communities of Practice Create Value for CS Teachers in the Time of Covid

“这是形势所要求的”：实践社区如何在新冠时代为计算机科学教师创造价值

• DOI: 10.1145/3478432.3499072
• 发表时间: 2022
• 期刊: SIGCSE 2022: Proceedings of the 53rd ACM Technical Symposium on Computer Science Education
• 作者: Livingston, Matthew;Ni, Lijun;Tian, Yan;Baskin, Jake;Bohrer, Jason
• 通讯作者: Bohrer, Jason