Increasing Massachusetts Partnerships for Advancing Computational Thinking in Pre-K-5 Classrooms

加强马萨诸塞州合作伙伴关系，促进 Pre-K-5 课堂的计算思维

• 批准号: 2031477
• 负责人: Mia Dubosarsky
• 金额: $ 29.74万
• 依托单位: Worcester Polytechnic Institute
• 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: 2020-09-01 至 2024-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2031477&HistoricalAwards=false
• 关键词: Increasing; Massachusetts; Partnerships; Advancing; Computational

This project aims to broaden pre-K-5 students' participation in standards-aligned and culturally responsive computational thinking (CT). The research team will establish a research-practice partnership (RPP) that will co-plan and co-design multidistrict efforts to develop standards-aligned and culturally responsive professional development (PD) that integrates CT into the PK-5 curriculum and instruction. The populations served are pre-K-5 students and teachers in Central Massachusetts. The project will connect a diverse team of researchers, policymakers, professional development coaches, and educators with diverse expertise on pre-K-5 CT teaching and learning. Following guidelines for effective partnerships and guided by Design-Based Implementation Research (DBIR) and Participatory Research, the project has four phases: 1) Build relationships within the RPP. 2) Identify problems of practice, and conduct in-school research. 3) Co-create PD in an iterative process of creating-testing-revising solutions to the identified problems. 4) Disseminate results and sustain the RPP.The central research question asks what factors enable and hinder successful collaborations between institutions of higher education, school districts, and the Massachusetts Department of Elementary and Secondary Education to address problems of practice around culturally and linguistically responsive CT teaching and learning in pre-K-5 classrooms. The RPP will develop shared understanding about the specific challenges that pre-K and elementary teachers and administrators from rural, urban, and town districts face concerning teaching CT to diverse populations. Such a knowledge base is essential to the development of CT-focused PD to empower teachers to integrate CT into curricula in accessible and meaningful ways. Using the RPP frameworks of mutualism and DBIR approaches of systematic and repeated inquiry, project members will identify and research problems of practice and possible solutions and strategies in their context. Analyses of the principles and processes will add to the body of knowledge about implementation research on building capacity of RPPs to identify and address problems of practice on culturally and linguistically responsive PD on CT integration for pre-K-5. 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.

该项目旨在扩大K-5学生参与与标准和文化响应敏感的计算思维（CT）的参与。研究团队将建立一个研究实践伙伴关系（RPP），该伙伴关系将共同计划和共同设计的多区域努力，以开发与标准和文化响应的专业发展（PD），将CT集成到PK-5课程和指导中。服务的人群是马萨诸塞州中部的K-5前学生和老师。该项目将连接一个多样化的研究人员，政策制定者，专业发展教练和具有多种专业知识的教育工作者的团队。遵循有关有效伙伴关系的指南，并在基于设计的实施研究（DBIR）和参与性研究的指导下，该项目有四个阶段：1）在RPP内建立关系。 2）确定实践问题并进行学校研究。 3）共同创建PD在为确定的问题创建测试解决方案的迭代过程中。 4）传播结果并维持RPP。中央研究问题询问了哪些因素可以和阻碍高等教育，学区和马萨诸塞州基础教育部和中等教育部之间的成功合作，以解决围绕文化和语言响应式CT教学的实践问题。 RPP将对来自农村，城市和城镇地区的Pre-K和小学教师以及管理人员面临的有关教学CT对不同人群的教学面对的具体挑战有共同的了解。这样的知识基础对于开发以CT为中心的PD至关重要，以使教师以可访问且有意义的方式将CT整合到课程中。项目成员使用系统和重复询问的RPP框架和DBIR方法，将在其上下文中识别和研究实践以及可能的解决方案和策略的问题。对原理和过程的分析将增加有关RPP的建立能力的实施研究的知识，以识别和解决有关在文化和语言上响应pd的实践问题，pd of-K-5的CT集成。该项目由CS资助All：Research and RPPS计划。该奖项反映了NSF的法定任务，并且使用基金会的知识分子优点和更广泛的影响审查标准，被认为值得通过评估来获得支持。