A Partnership to Implement the Inclusive Computer Science Model of Professional Development and a Digital Platform for PK-6 Computer Science Teaching for Students with Disabilities

旨在实施包容性计算机科学专业发展模式和残疾学生 PK-6 计算机科学教学数字平台的合作伙伴关系

• 批准号: 2122807
• 负责人: Erdogan Kaya
• 金额: $ 100万
• 依托单位: George Mason University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-08-15 至 2025-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2122807&HistoricalAwards=false
• 关键词: Partnership; Implement; Inclusive; Computer; Science

This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2). With an increased focus on computer science education at all grade levels, many instructional leaders are working diligently to determine how to align and integrate computer science standards and content into existing curricula. However, many school districts have not yet systematically prepared teachers to use these curricula or design their own. Further, computer science curricula are often not designed with the needs of students with disabilities in mind and do not address the particular challenges that students with disabilities may face in learning computer science. Thus, through a Research-Practitioner Partnership with Fairfax County Public Schools, this project will prepare teachers to both implement and design inclusive computer science curricula for all students, including those with high-incidence disabilities. To do so, the investigators will use the Inclusive Computer Science (ICS) Model of professional development (PD) and a universally-designed tool, created by the researchers, called the Digital Effective Platform for Inclusive Computational Thinking and Computer Science (DEPICT-CS). For the purpose of this project, students with high-incidence disabilities include students with learning disabilities, emotional-behavioral disorders, mild intellectual disabilities, high-functioning autism, or attention-deficit hyperactivity disorders. The following question will guide the work: What conditions are necessary for the ICS Model of PD to be effectively implemented on a district-wide scale to increase and sustain computer science instruction and interest for all students, particularly those with high-incidence disabilities in PK-6 inclusive classrooms? This work will be conducted with approximately 275 teachers who instruct about 6,000 students across approximately 60 schools.The investigators' professional development model and digital tool, DEPICT-CS, are informed by research on self-regulated learning strategies, teaching self-efficacy, and universal design for learning (UDL). Theoretically and conceptually, the proposed research will contribute to pedagogical strategies and approaches for making computer science accessible and understandable for students with high-incidence disabilities. Through this three-year mixed-methods study we aim to improve teachers’ self-efficacy and skill related to developing and implementing computer science instruction that is effectively scaffolded for students with high-incidence disabilities. Further, the investigators aim to prepare teachers to use their digital learning platform with embedded self-regulated learning strategies and UDL support (known as DEPICT-CS) and determine how it best addresses the diverse learning needs, computational thinking, and coding skills of students with and without disabilities in inclusive classrooms. The investigators will also explore how participation in computer science under these conditions enhances elementary grade students’ interest in computer science, especially those with disabilities. Finally, this project will contribute to the sustained integration of CS for students with disabilities by determining what conditions are necessary to effectively implement the ICS Model of professional development on any scale. The project will collect data via student, teacher and administrator interviews, field notes from observations, teacher and student assessment & survey results, teacher lesson plans, video data, and student work samples across three phases of research. Data will be analyzed after each phase of research and quantitative analysis will be informed by qualitative results. Data from each phase will also inform understanding of any adjustments that need to be made for subsequent phases.This project is funded through 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.

该奖项全部或部分由《2021年美国救援计划法案》（公法117-2）资助。随着各年级对计算机科学教育的关注日益增加，许多教学领导者正在努力确定如何将计算机科学标准和内容整合到现有课程中。然而，许多学区还没有系统地训练教师使用这些课程或设计他们自己的课程。此外，计算机科学课程的设计往往没有考虑到残疾学生的需求，也没有解决残疾学生在学习计算机科学时可能面临的特殊挑战。因此，通过与费尔法克斯县公立学校的研究-实践伙伴关系，该项目将使教师为所有学生（包括高残疾学生）实施和设计包容性计算机科学课程做好准备。为此，研究人员将使用专业发展（PD）的包容性计算机科学（ICS）模型和由研究人员创建的通用设计工具，称为包容性计算思维和计算机科学的数字有效平台（描述- cs）。为了这个项目的目的，高发残疾的学生包括有学习障碍、情绪行为障碍、轻度智力障碍、高功能自闭症或注意缺陷多动障碍的学生。以下问题将指导工作：ICS模式的PD需要什么条件才能在全区范围内有效实施，以增加和维持所有学生的计算机科学教学和兴趣，特别是那些在幼儿园-六年级全纳教室中残疾发生率高的学生？这项工作将由大约275名教师进行，他们将在大约60所学校指导大约6000名学生。研究者的专业发展模型和数字工具，描绘- cs，是通过研究自我调节学习策略，教学自我效能和学习通用设计（UDL）。在理论上和概念上，建议的研究将有助于教学策略和方法，使计算机科学对高发残疾的学生易于理解和理解。通过这项为期三年的混合方法研究，我们旨在提高教师的自我效能感和技能，以开发和实施计算机科学教学，有效地为高发残疾学生搭建框架。此外，研究人员的目标是让教师准备好使用他们的数字学习平台，该平台具有嵌入式自我调节学习策略和UDL支持（称为描述- cs），并确定它如何最好地满足包容性课堂中残疾和非残疾学生的不同学习需求、计算思维和编码技能。研究人员还将探讨在这些条件下参与计算机科学如何提高小学学生，特别是残疾学生对计算机科学的兴趣。最后，本项目将通过确定在任何规模上有效实施ICS专业发展模式所需的条件，为残疾学生持续融入CS做出贡献。该项目将通过对学生、教师和管理人员的访谈、实地观察笔记、教师和学生的评估和调查结果、教师课程计划、视频数据和学生作业样本，在三个研究阶段收集数据。在研究的每个阶段之后，将对数据进行分析，定量分析将以定性结果为依据。每个阶段的数据也将有助于了解后续阶段需要进行的任何调整。该项目由CS for All: Research and RPPs项目资助。该奖项反映了美国国家科学基金会的法定使命，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。