Collaborative Research: Indian Education in Computing: a Montana Story

合作研究：印度计算机教育：蒙大拿州的故事

• 批准号: 2031795
• 负责人: Brittany Fasy
• 金额: $ 63.53万
• 依托单位: Montana State University
• 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 2024-02-29
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2031795&HistoricalAwards=false
• 关键词: Collaborative; Research; Indian; Education; Computing

This project is a partnership among Montana education stakeholders to develop a new computer science (CS) curriculum for grades 4-8 that integrates with other school subjects, including Montana’s Indian Education For All curriculum (IEFA). Because computer science standards are new to Montana, teachers need support to bring computer science into their classrooms. This project provides support through two novel approaches to computing--storytelling using the Alice programming platform and physical computing with textiles that are embedded with electronics and then programmed by students. Because many teachers and students believe that computing is difficult, these novel approaches enable more broad access to computer science. They have been shown to only engage students and teachers in rigorous computing, but also to make computing fun. This work makes important contributions in terms of developing a culturally responsive computing curriculum that makes sense to Montana students, and also addresses broader questions about the successes and challenges on implementing state-wide computer science standards, especially in terms of teacher preparation and district support.This project develops a culturally responsive curriculum along with teacher professional development, in order to investigate how CS learning can be framed for grades 4-8 teachers and students in Montana. In fall 2020, Montana is adopting new CS standards. Through a research practice partnership, this project is working directly with the Montana Office of Public Instruction, tribal entities, teachers, and other stakeholders to develop these culturally responsive resources, which will be aligned with CS content area standards that and with Montana’s IEFA curriculum. The project is leveraging computer science learning through storytelling and e-textiles. By bringing these two approaches together and aligning them with Montana's new CS standards, the curriculum is uniquely tailored to the stories and histories of Montana students and teachers. The project's research is examining how and in what ways bringing together Montana's IEFA curriculum and the new CS standards leads to the development of a culturally responsive computing curriculum. To iteratively improve the effectiveness of the curricular units, a design-based implementation research approach, using both quantitative and qualitative methods, is employed. The project is directly reaching 30 elementary and middle school teachers (grades 4-8) and 380 students. 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.

该项目是蒙大拿州教育利益攸关方之间的一个伙伴关系，为4-8年级制定一个新的计算机科学课程，该课程与其他学校科目相结合，包括蒙大拿州的印第安人全民教育课程。由于计算机科学标准对蒙大拿州来说是新的，教师需要支持将计算机科学带入课堂。该项目通过两种新颖的计算方法提供支持-使用Alice编程平台讲故事和使用嵌入电子产品的纺织品进行物理计算，然后由学生编程。由于许多教师和学生认为计算是困难的，这些新颖的方法使更广泛的访问计算机科学。他们已经被证明只从事学生和教师在严格的计算，但也使计算的乐趣。这项工作作出了重要贡献，在制定一个文化上响应计算课程，使蒙大拿州的学生有意义的方面，也解决了更广泛的问题，在实施全州范围内的计算机科学标准的成功和挑战，特别是在教师准备和地区支持方面。为了调查如何CS学习可以框架4-8年级的教师和学生在蒙大拿州。2020年秋季，蒙大拿州将采用新的CS标准。通过研究实践伙伴关系，该项目直接与蒙大拿州公共教育办公室，部落实体，教师和其他利益相关者合作，开发这些文化响应资源，这些资源将与CS内容领域标准和蒙大拿州的IEFA课程保持一致。该项目通过讲故事和电子纺织品来利用计算机科学学习。通过将这两种方法结合在一起，并使其与蒙大拿州的新CS标准保持一致，该课程是专为蒙大拿州学生和教师的故事和历史而设计的。该项目的研究正在研究如何以及以何种方式将蒙大拿州的IEFA课程和新的CS标准结合起来，从而开发出一种文化上敏感的计算课程。为了迭代地提高课程单元的有效性，采用了基于设计的实施研究方法，使用定量和定性方法。该项目直接惠及30名中小学教师（4-8年级）和380名学生。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知识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

Culturally responsive storytelling across content areas using American Indian ledger art and physical computing.

使用美洲印第安人账本艺术和物理计算跨内容领域进行文化响应式的故事讲述。

• 发表时间: 2022
• 期刊: American Society for Engineering Education Annual Conference
• 作者: Chipps, J.;Dangol, A.;Fasy, B.T.;Hancock, S.;Jiang, M.;Rogowski, A.;Searle, K.A.;Tofel-Grehl, C.
• 通讯作者: Tofel-Grehl, C.

Challenges and Successes in Writing BPC Plans for NSF Proposals: A Panel of Peers Discuss Their Approaches

为 NSF 提案编写 BPC 计划的挑战和成功：同行小组讨论他们的方法

• 发表时间: 2023
• 期刊: Grace Hopper Celebration of Women in Computing
• 作者: DuBow, Wendy;Arnold, Dorian;Fasy, Brittany Terese;Gutierrez Soto, Mariantonieta
• 通讯作者: Gutierrez Soto, Mariantonieta

What’s in a Team? Peer Effects in the Introductory Statistics Classroom

团队中有什么？

• DOI: 10.52041/iase.icots11.t8i2
• 发表时间: 2022
• 期刊: ICOTS
• 作者: Pharr, Jeremiah;Hancock, Stacey;Hill, Andrew
• 通讯作者: Hill, Andrew