Computer Science for Appalachia: Expanding a Research-Practice Partnership to Integrate Computer Science and Literacy in Rural East Tennessee Schools

阿巴拉契亚计算机科学：扩大研究与实践合作伙伴关系，将计算机科学与田纳西州东部农村学校的读写能力相结合

• 批准号: 2219418
• 负责人: Lynn Hodge
• 金额: $ 100万
• 依托单位: University of Tennessee Knoxville
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-10-01 至 2025-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2219418&HistoricalAwards=false
• 关键词: Computer; Science; Appalachia; Expanding; Research

This project supports teachers in teaching computer science (CS) in substantial and meaningful ways that build on the cultural and linguistic resources of students in East Tennessee. Building on an existing Research Practice Partnership, the team is developing a CS-Literacy curriculum with a focus on storytelling as a regionally relevant practice. In addition, the team is developing teacher professional development to support the curriculum. Design-based research guides the planning, development, and refinement of the curriculum and teacher professional development. Participating teachers will implement the curriculum in their classrooms to support students’ learning of CS and literacy. The teacher participants will form a CS for Appalachia Teacher Network in order to provide educators with a community to make sense of CS Literacy integration in their schools and classrooms. The findings will provide a model for how rural school districts create opportunities for teachers and students to engage meaningfully with CS in elementary grades.Three strands of research guide this project. The first strand focuses on teacher identity related to CS and the role of the teacher PD in shaping CS identify. Data will be collected via surveys, interviews, and video recordings of work sessions. Inductive/deductive coding of qualitative data will be used to provide rich descriptions of teacher identify related to CS and quantitative data will be summarized using descriptive statistics. The second strand of research focuses on student learning and engagement related to CS. Data will include student assessments, work products, and exit tickets that capture student engagement. Content analysis will be used to analyze student assessments and descriptive statistics as well as hierarchical linear modeling will be used to analyze student learning and engagement over time. The third strand focuses on the CS for Appalachia Teacher Network. Data will be collected via teacher surveys. Network analyses will be conducted as well as regression analyses to determine the characteristics and factors that contribute to greater or fewer connections among the network participants. The findings from this project will contribute to knowledge about the importance and utility of teacher networks for supporting improvement and reform efforts in CS education.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.

该项目支持教师以实质性和有意义的方式教授计算机科学（CS），这些方式建立在东田纳西州学生的文化和语言资源基础上。在现有的研究实践伙伴关系的基础上，该团队正在开发一个CS扫盲课程，重点是讲故事作为一个区域相关的做法。此外，该小组正在开发教师专业发展，以支持课程。基于设计的研究指导课程和教师专业发展的规划，开发和完善。参与的教师将在课堂上实施课程，以支持学生学习中文和识字。教师参与者将组成一个阿巴拉契亚教师网络的CS，以便为教育工作者提供一个社区，使他们的学校和教室中的CS扫盲一体化的意义。研究结果将为农村学区如何为教师和学生创造机会，在小学年级有意义地参与CS提供一个模型。第一部分着重于与CS相关的教师身份以及教师PD在塑造CS身份中的作用。数据将通过调查、访谈和工作会议录像收集。定性数据的归纳/演绎编码将用于提供与CS相关的教师身份的丰富描述，定量数据将使用描述性统计进行汇总。研究的第二股侧重于学生的学习和参与相关的CS。数据将包括学生评估，工作产品，并捕捉学生参与退出门票。内容分析将用于分析学生的评估和描述性统计以及分层线性模型将用于分析学生的学习和参与随着时间的推移。第三股侧重于阿巴拉契亚教师网络的CS。将通过教师调查收集数据。将进行网络分析和回归分析，以确定导致网络参与者之间联系增多或减少的特点和因素。该项目的研究结果将有助于了解教师网络的重要性和实用性，以支持CS教育的改进和改革努力。该奖项反映了NSF的法定使命，并被认为是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的支持。