RAPID Collaborative Research: Mitigating the Impact of Forced Remote Learning of ECS Due to COVID-19

RAPID 协作研究：减轻由于 COVID-19 导致的 ECS 强制远程学习的影响

• 批准号: 2034145
• 负责人: Steven McGee
• 金额: $ 9.52万
• 依托单位: The Learning Partnership
• 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: 2020-07-15 至 2022-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2034145&HistoricalAwards=false
• 关键词: RAPID; Collaborative; Research; Mitigating; Impact

The Learning Partnership, in collaboration with the Chicago Public Schools (CPS), and Education Development Center (EDC), will conduct research and develop teacher support programs that will mitigate the impact that the global COVID pandemic is having on high school computer science students in CPS. There are significant concerns that the variability in implementation of remote learning policies in response to COVID-19 school closures could exacerbate educational inequities in access and quality of experience for students taking Exploring Computer Science (ECS). These concerns are particularly acute in CPS where computer science is a graduation requirement and ECS is the primary course that students take to fulfill the requirement. Inequalities in access and implementation of computer science in CPS can have consequences for students’ high school graduation. In order to develop effective teaching materials for the 2020-2021 academic year, the project team will study the overall impact of remote learning by comparing outcomes for the 2019-20 implementation of ECS in CPS relative to the previous three years of ECS implementation as well as whether inequities have emerged within CPS by examining differences in school plans for remote learning, student access to technology, participation in remote learning experiences by race and ethnicity and whether those differences correlate with differences in learning outcomes. This project extends the work of the Chicago Alliance for Equity in Computer Science (CAFECS), a long-standing partnership between university computer science faculty, educational researchers, and CPS teachers and administrators, to ensure that all CPS high school students engage in high quality, engaging computer science education. CAFECS will develop strategies develop strategies on how to emulate effective high-touch teacher facilitation strategies online from their experience with face-to-face classrooms. The project will be guided by three research questions: (1) How can we design online professional development to support ECS teachers’ transition to teach the course fully or partially online during the 2020-21 school year? (2) How can the CAFÉCS coaching model be adapted to support teachers in moving ECS to a remote learning format and to provide remote coaching when school access is restricted? (3) What are the characteristics of remote learning policies that foster student engagement and best support student online collaboration? The teacher professional development model will be guided by the Desimone and Garet framework to provide a structure for drawing conclusions about the contribution of the professional development in mitigating the impact COVID-19 school building closures have on student outcomes. The results of this research will have a direct impact on hundreds of CPS teachers and, ultimately, thousands of CPS high school students. The results will significantly contribute to the knowledge base of how to effectively teach computer science for underserved students in computer science and how schools can mitigate the impacts of COVID-19.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.

与芝加哥公立学校（CPS）和教育发展中心（EDC）合作的学习伙伴关系将开展研究和开发教师支持计划，以减轻全球Covid Pandemic对CPS中高中计算机科学学生的影响。有一个很大的担忧是，远程学习政策对Covid-19的封闭而实施远程学习政策的可变性可能会加剧接受探索计算机科学（ECS）的学生的访问和经验质量的不平等现象。这些问题在CP中尤为严重，在CP中，计算机科学是一项成绩的要求，EC是学生满足要求的主要课程。 CPS计算机科学访问和实施的不平等可能会对学生的高中毕业产生影响。为了为2020-2021学年开发有效的教学材料，项目团队将通过比较2019 - 20年度ECS在CPS中的实施的结果来研究远程学习的总体影响结果。该项目扩展了芝加哥股权联盟计算机科学（CAFEC）的工作，这是大学计算机科学教师，教育研究人员和CPS教师和管理人员之间的长期合作伙伴关系，以确保所有CPS高中生都从事高质量的计算机科学教育。 CAFEC将制定有关如何从面对面教室的经验中在线模仿有效的高触摸教师设施策略的策略。该项目将以三个研究问题为指导：（1）我们如何设计在线专业发展以支持ECS教师在2020-21学年期间完全或部分在线教授课程的过渡？ （2）如何适应Cafécs教练模型以支持教师将EC转移到远程学习格式并在限制学校访问时提供远程教练？ （3）促进学生参与和最佳支持学生在线合作的远程学习政策的特征是什么？教师专业发展模式将以Desimone和Garet框架为指导，以提供有关在减轻COVID-COVID-19上学建筑封闭对学生成果的影响方面的贡献的结论。这项研究的结果将直接影响数百名CPS教师以及最终成千上万的CPS高中生。结果将极大地为如何有效地教授计算机科学领域的学生教授计算机科学的知识基础，以及学校如何减轻COVID-11的影响。