Culturally-responsive teaching for supporting positive computer science identities among Latinx girls

该项目是一个研究-实践合作伙伴关系，涉及圣克拉拉县教育办公室、Foothill DeAnza学院克劳斯创新中心、圣何塞州立大学科学学院STEM教育中心、WestEd以及Berryessa Union、米尔皮塔斯联合学校和Orchard小学学区。它正在支持四年级和五年级教师采用文化响应型教学，并研究这如何影响拉丁裔与计算思维(CT)和计算机科学(CS)相关的身份认同。拉美裔女学生是目前最不可能从事CS或从事CS相关职业的人群之一。尽管人们普遍认为，早期干预对于让代表不足的学生参与STEM至关重要，但作为课堂教学的一部分，学生缺乏有效参与CS和CT技能的机会。这项研究的重点是解决这一问题，并围绕基本的CT技能，特别是与数学相关的算法思维和抽象，在拉丁裔中发展积极的认同感。项目活动使教师能够有效地教授抽象和算法思维并评估计算机辅助教学实践；为四年级和五年级开发符合文化要求并促进拉丁裔积极认同的计算机辅助教学活动；评估这些课程在四年级和五年级主要面向少数族裔青年的课堂上提高积极认同和数学成绩的有效性。该项目总共影响了1400名学生，其中至少有350名拉丁裔学生。该项目的一个中心目标是将响应文化的教学应用到计算思维实践中，这将为支持拉丁裔女孩在STEM中的积极认同提供机会。实现这一目标的第一项活动是发展四年级和五年级教育工作者的专业学习，使用批判种族理论和使用多元文化课程设计框架的其他与文化相适应的教学方法(Sleeter等人，2005年)。其战略是通过修改后的接洽-调查模式-应用进展将CT整合到数学和其他课程中。然后，教师使用这些响应文化的方法来创建对内容的积极认同。正在评估教师的练习是关于算法和抽象的CT练习，但具体是关于抽象以及数学中的相关概念，以确定是否存在提高数学成绩的第三方影响。一项混合方法的研究正在通过观察、收集学生工作数据和态度调查来探索课程和专业发展的影响。该项目由CS for All：Research and RPPS计划资助。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 is a research-practice partnership involving the Santa Clara County Office of Education, Krause Center for Innovation at Foothill DeAnza College, San José State University College of Science Center for STEM Education, WestEd, and the Berryessa Union, Milpitas Unified, and Orchard Elementary School Districts. It is supporting 4th and 5th grade teachers to adopt culturally-responsive teaching and studying how this impacts the identities of Latinas as they relate to computational thinking (CT) and computer science (CS). Female Latina students are one of the populations that presently are among the least likely to engage in CS or to pursue CS-related careers. Although it is widely accepted that early interventions are critical to engage underrepresented students in STEM, there is a dearth of opportunities for students to effectively engage with CS and CT skills as part of their classroom instruction. The study focuses on addressing this and developing among Latinas positive identity around foundational CT skills, particularly algorithmic thinking and abstraction as they relate to mathematics. The project activities are preparing teachers to effectively teach abstraction and algorithmic thinking and assess CT practices; developing CT activities for 4th & 5th grade that are culturally responsive and that promote positive identity among Latinas; and assessing the effectiveness of these curricula towards improving positive identity and math achievement in classrooms serving predominantly minority youth in the 4th and 5th grades. In total, this project is impacting 1400 students and among them, at least 350 Latina students. A central objective of this project is to apply culturally responsive teaching to computational thinking practices that will provide an opportunity to support positive identity in STEM in Latina girls. The first activity in achieving this objective is developing professional learning for 4th and 5th grade educators using Critical Race Theory and other culturally responsive teaching methods that use the Framework for Multicultural Curriculum Design (Sleeter et al., 2005). The strategy is to integrate CT into mathematics and other curricula through a modified Engage-Investigate Model-Apply progression. Teachers then use these culturally responsive methods to create positive identity with the content. Teacher practice is being assessed on the CT Practices of algorithms and abstraction, but specifically on abstraction as well as on related ideas in mathematics to determine if there is a tertiary effect on increasing math scores. A mixed-methods study is exploring the impacts of the curricula and professional development through observations, data collection on student work, and attitudinal surveys. This project is funded by the CS for All: Research and RPPs program.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.