Advancing Computational Thinking for Teacher Education in Central California

该项目旨在服务于为高需求学区培养具备计算能力的教师的国家需求。为了实现这一目标，该项目旨在建立一个可持续的国家模式，培养具有计算思维能力的K-12教师。该项目将向60名拥有四年STEM学位的个人提供奖学金，以便他们能够完成一年的教师认证计划。为了帮助扩大参与，该项目将努力招募来自不同背景的学者，包括那些在计算机科学中代表性不足的学者。该项目将设计新的课程，帮助学者们获得计算思维和计算机编程技能，这反过来将帮助他们将这些技能传授给他们的学生。在他们任教的头两年，奖学金获得者将获得财政和其他支持，以提高他们作为教师的成功和留住他们的能力。该项目的教师培训课程、咨询活动和为期两年的学者入职支持旨在使学者们掌握在高需求学区产生积极影响所需的技能。在该项目的五年时间里，该项目的学者项目预计将直接影响至少7000名高中生，其中许多人来自资源较少的社会经济背景。这个项目将在加州州立大学弗雷斯诺分校进行，这是一个拉美裔服务机构和一个亚裔美国人和美洲原住民太平洋岛民服务机构。该项目包括与三个当地高需求联合学区(弗雷斯诺、桑格和中部)的合作伙伴关系。该项目的主要组成部分包括：(1)结合情境实践、文化能力、跨学科爱好和计算思维的教学准备；(2)通过讲习班和与特定学科顾问的一对一会议，对未来的教师进行专业发展；(3)在最初的教学年中发展实践社区。该项目的目标是每年招聘五批12名STEM学士后学者，在五年内总共培养60名新的STEM教师。该项目的学者将完成编程概念、算法思维和计算思维的跨学科应用方面的课程。这些课程与计算机科学教师教育的新标准和新兴标准以及下一代科学标准的交叉概念保持一致。跨学科研究人员和研究团队旨在广泛传播该项目的研究成果，包括向地区性非营利性教育机构和国家计算联盟传播。这个轨道1：奖学金和津贴项目是由罗伯特·诺伊斯教师奖学金计划支持的。Noyce计划支持有才华的STEM本科专业和专业人员成为有效的K-12 STEM教师，并支持经验丰富、模范的K-12 STEM教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的持久性、保留率和有效性的研究。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。

This project aims to serve the national need of preparing computing-capable teachers for high-need school districts. To achieve this goal, the project aims to build a sustainable national model for preparing K-12 teachers who are skilled in computational thinking. The project will give scholarships to sixty individuals who have a four-year STEM degree so they can complete a one-year teacher certification program. To help broaden participation, the project will include efforts to recruit Scholars from diverse backgrounds, including those that are underrepresented in computer science. The project will design new courses to help the Scholars gain computational thinking and computer programming skills, which in turn will help them teach these skills to their students. During their first two years of teaching, the Scholars will receive financial and other supports to enhance their success and retention as teachers. The project's teacher preparation curricula, advisory activities, and two years of scholar induction support are designed to equip the Scholars with the skills they need to make a positive impact in high-need school districts. Over the five years of the project, the project's Scholars are expected to directly impact at least 7,000 high school students, many of whom are from less resourced socioeconomic backgrounds. This project will be carried out at California State University - Fresno, a Hispanic Serving Institution and an Asian American & Native American Pacific Islander-Serving Institution. The project includes a partnership with three local high-need Unified School Districts (Fresno, Sanger, and Central). The project's major components include: (1) Pedagogical preparation integrating situated practice, cultural competencies, transdisciplinary avocations, and computational thinking; (2) Professional development of future teachers through workshops and one-on-one meetings with discipline-specific advisors; and (3) Development of a community of practice during the initial teaching years. The project aims to recruit five cohorts of twelve STEM post-baccalaureate Scholars annually, preparing a total of sixty new STEM teachers over five years. The project's Scholars are expected to complete courses in programming concepts, algorithmic thinking, and transdisciplinary applications of computational thinking. These courses align with the new and emerging standards for computer science teacher education and the Next Generation Science Standards crosscutting concepts. The interdisciplinary investigator and researcher team aims to widely disseminate the project's research findings, including to regional non-profit educational institutions and national computing alliances. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Program. The Noyce Program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 STEM teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.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.