Expanding a Statewide Pathway for CS Teacher Certification: A Curriculum Model for Secondary Education Teacher Candidates

拓展全州 CS 教师认证途径：中等教育教师候选人的课程模型

• 批准号: 2122882
• 负责人: Jeffrey Gray
• 金额: $ 97.89万
• 依托单位: University of Alabama Tuscaloosa
• 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: 2021-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2122882&HistoricalAwards=false
• 关键词: Expanding; Statewide; Pathway; CS; Teacher

The University of Alabama (UA) will form a Researcher-Practitioner Partnership (RPP) among six Alabama higher-education institutions (Alabama State University, Jacksonville State University, University of Alabama at Birmingham, University of Alabama in Huntsville, University of Alabama, and University of South Alabama), as well as other RPP partners (e.g., high school Computer Science educators across Alabama, and the Alabama State Department of Education). A national plan for expanding K-12 Computer Science (CS) teacher professional development must include (pre-service) future teacher candidates (TCs) well beyond the current models of only training in-service teachers. This project will contribute to a new approach for virtual online instruction that prepares pre-service TCs as credentialed future CS educators who will introduce their students to computational thinkingskills and concepts. Participant TCs will be recruited from a diverse pool of candidates across the six partner institutions and topics of diversity, equity, and inclusion will be a foundation of the two-course pathway. The project is driven by the following core CSforAll needs: scaling effective professional development (PD) efforts to a large cohort of new CS teachers--many of whom have little to no formal CS preparation; establishing certification programs and preservice paths for teacher PD; establishing online and hybrid PD approaches, creating robust PD materials for teachers and facilitators; and assessing the effectiveness of PD models with respect to content knowledge, pedagogy, computational thinking, classroom equity, and student outcomesTo address these needs, the implementation, research and evaluation of this project will focus on expanding our existing knowledge and impacts from a locally successful and recently completed implementation for training Secondary Mathematics TCs in CS within their existing Mathematics teacher preparation program. The statewide expansion and implementation will widen the geographic coverage to TCs at our partner institutions and broaden the recruitment to all focus areas of Secondary Education (e.g., Science, Mathematics, Career Tech, and even Social Studies and other teaching fields in secondary teacher preparation). The specific goals of the project include: (1) recruiting and enrolling up to 90 secondary TCs to begin the CS preparation pathway in pursuit of a CS endorsement added to their secondary teaching discipline; (2) producing 72 CS credentialed secondary TCs, of which 27 will receive a course-specific certification for AP Computer Science Principles (CSP); (3) producing 45 full CS subject endorsed secondary teachers; (4) leveraging an RPP model that builds beyond a prior effort, this project will provide preparation opportunities that will enable TCs to be ready to teach CS upon graduation, including Praxis preparation to become fully credentialed in CS; and (5) expanding and enacting the UA campus CS curriculum for all disciplines of secondary TCs across six higher-education partner institutions, providing an opportunity for openly sharing all developed resources and assisting the partner institutions in bootstrapping their own CS education efforts.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.

阿拉巴马大学（UA）将在阿拉巴马州的六所高等教育机构（阿拉巴马州立大学、杰克逊维尔州立大学、伯明翰阿拉巴马大学、亨茨维尔阿拉巴马大学、阿拉巴马大学和南阿拉巴马大学）以及其他RPP合作伙伴（例如，阿拉巴马州的高中计算机科学教育工作者和阿拉巴马州教育部）之间建立一个研究-实践伙伴关系（RPP）。扩大K-12计算机科学（CS）教师专业发展的国家计划必须包括（职前）未来教师候选人（tc），远远超出目前仅培训在职教师的模式。该项目将为虚拟在线教学提供一种新的方法，使职前tc成为有资格的未来计算机科学教育者，他们将向学生介绍计算思维技能和概念。参与tc将从六个合作机构的不同候选人中招募，多样性、公平和包容的主题将成为两门课程的基础。该项目由以下核心需求驱动：将有效的专业发展（PD）工作扩展到一大批新的计算机科学教师——其中许多人几乎没有正式的计算机科学准备；建立教师PD认证计划和职前路径；建立在线和混合PD方法，为教师和辅导员创建强大的PD材料；并评估PD模型在内容知识、教学法、计算思维、课堂公平和学生成绩方面的有效性。为了满足这些需求，该项目的实施、研究和评估将重点放在扩展我们现有的知识和影响上，这些知识和影响来自当地最近成功完成的在现有数学教师准备计划中培训中学数学tc的CS。全州范围内的扩展和实施将扩大我们合作机构的tc的地理覆盖范围，并将招聘范围扩大到中学教育的所有重点领域（例如，科学，数学，职业技术，甚至社会研究和中学教师准备的其他教学领域）。该项目的具体目标包括：(1)招募及招收最多90名中学教资会教师，为他们的中学教学学科开设计算机科学预备课程，争取获得计算机科学认可；(2)培养72名获得计算机科学认证的二级tc，其中27名将获得AP计算机科学原理（CSP）的课程认证；(3)培养45名计算机科学学科认可的中学教师；(4)利用超越先前努力的RPP模型，该项目将提供准备机会，使tc能够在毕业时准备好教授CS，包括实践准备，以获得CS的完全证书；(5)在六所高等教育合作机构的中学tc的所有学科中扩展和制定UA校园CS课程，为公开共享所有已开发资源提供机会，并帮助合作机构启动自己的CS教育工作。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。