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

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

• 批准号: 2034150
• 负责人: Andrew Rasmussen
• 金额: $ 2.48万
• 依托单位: Chicago Public Schools
• 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 2023-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2034150&HistoricalAwards=false
• 关键词: Collaborative; Research; RAPID; 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.

该学习伙伴关系与芝加哥公立学校（CPS）和教育发展中心（EDC）合作，将开展研究和开发教师支持计划，以减轻全球COVID大流行对CPS高中计算机科学学生的影响。人们非常担心，为应对COVID-19学校关闭而实施的远程学习政策的变化可能会加剧学习探索计算机科学（ECS）的学生在获得和体验质量方面的教育不平等。这些问题在CPS中尤为严重，计算机科学是毕业要求，ECS是学生为满足要求而学习的主要课程。CPS中计算机科学的获取和实施方面的不平等可能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，项目小组将通过比较2019-20学年在CPS实施ECS的结果来研究远程学习的整体影响，相对于ECS实施的前三年，以及通过检查学校远程学习计划的差异，学生获得技术，按种族和族裔分列的远程学习参与情况，以及这些差异是否与学习成果的差异相关。该项目扩展了芝加哥计算机科学公平联盟（CAFECS）的工作，CAFECS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高中学生参与高质量的计算机科学教育。 CAFECS将制定战略，根据他们在面对面课堂上的经验，制定如何在网上模仿有效的高接触教师促进战略的战略。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？(2)如何调整CAFÉCS辅导模式，以支持教师将ECS转变为远程学习形式，并在学校访问受到限制时提供远程辅导？(3)促进学生参与和最好地支持学生在线协作的远程学习政策的特点是什么？教师专业发展模式将以Desimone和Garet框架为指导，提供一个框架，以得出有关专业发展在减轻COVID-19学校建筑关闭对学生成绩影响方面的贡献的结论。 这项研究的结果将对数百名CPS教师产生直接影响，并最终影响到数千名CPS高中学生。研究结果将为如何有效地为计算机科学领域的弱势学生教授计算机科学以及学校如何减轻COVID-19的影响做出重大贡献。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。

项目成果

Evolution and Impact of Instructional Coaching for Exploring Computer Science Teachers in a Large Urban District

大城市地区计算机科学教师教学辅导的演变和影响

• DOI: 10.1109/respect55273.2022.00023
• 发表时间: 2022
• 期刊: RESPECT 2022 proceedings
• 作者: Wachen, John;McGee, Steven;Yanek, Don;Curry, Valerie
• 通讯作者: Curry, Valerie