Collaborative Research: CSforAll:RPP: Expanding Inclusive CS Education through the Jumpstarting Philadelphia CSforAll Researcher Practitioner Partnership

合作研究：CSforAll：RPP：通过启动费城 CSforAll 研究人员实践者合作伙伴关系扩大包容性计算机科学教育

• 批准号: 2219443
• 负责人: Jamie Payton
• 金额: $ 32.25万
• 依托单位: Temple University
• 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: 2022-11-01 至 2025-10-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2219443&HistoricalAwards=false
• 关键词: Collaborative; Research; CSforAll; RPP; Expanding

Student interest in CS among Pennsylvania students is strong; computer science and programming careers topped the charts in a student occupational interest survey. The state is also making strides in developing and supporting a vision to bring CS learning opportunities to all students in the state; with CS courses counting as math/science credit for graduation in PA public schools. However, challenges remain in realizing a vision for equitable and inclusive computer science education in PA high schools. There is still a large gap in access to CS courses, with particularly low enrollment for students from historically underrepresented groups in computing. This partnership between Drexel University and the School District of Philadelphia is a key step to broadening participation of PA students from historically excluded groups in computing. The project team leverages prior work and recent statewide policies to prepare a larger cohort of teachers for certification to teach computer science.The goal of this Researcher Practitioner Partnership is to bring equitable, inclusive, and high-quality computer science instruction aligned with educational standards to all Philadelphia students through a Networked Improvement Community (NIC). The critical problem the partnership will address is the lack of equitable access to certified CS educators in Philadelphia high schools. This project partners the School District of Philadelphia (SDP), high school teachers and administrators, teacher associations, community and informal education organizations, high school students, parents, and researchers to address this by: offering multiple pathways to certification; identifying a diverse pool of potential CS educators; strengthening support and communities of practice for current and potential CS educators; and working with public sector stakeholders to develop a more effective policy framework that encourages a more diverse pool of CS educators. The investigators represent leadership in CS4Philly, an affiliate of the national CSforALL consortium, and the Philadelphia STEM Ecosystem CS Workgroup.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.

宾夕法尼亚州学生对计算机科学的兴趣很强;计算机科学和编程职业在学生职业兴趣调查中名列前茅。该州也在发展和支持一个愿景，使CS学习机会，在该州的所有学生取得长足进步;与CS课程计算为数学/科学学分在PA公立学校毕业。然而，在实现PA高中公平和包容性计算机科学教育的愿景方面仍然存在挑战。在获得计算机课程方面仍然存在很大的差距，来自计算机历史上代表性不足的群体的学生入学率特别低。德雷克塞尔大学和费城学区之间的这种伙伴关系是扩大PA学生从历史上被排除在计算群体的参与的关键一步。该项目团队利用以前的工作和最近的全州政策，准备一个更大的教师队伍的认证，教计算机科学。这个研究人员实践者伙伴关系的目标是带来公平，包容性和高质量的计算机科学教学与教育标准，通过网络改进社区（NIC）所有费城学生对齐。该伙伴关系将解决的关键问题是费城高中缺乏公平获得认证CS教育工作者的机会。该项目的合作伙伴费城学区（SDP），高中教师和管理人员，教师协会，社区和非正式教育组织，高中学生，家长和研究人员，以解决这一问题：提供多种途径认证;确定潜在的CS教育工作者的多样化池;加强对当前和潜在的CS教育工作者的支持和实践社区;与公共部门的利益相关者合作，制定更有效的政策框架，鼓励更多样化的CS教育工作者。研究人员代表CS4 Philly的领导，CS4 Philly是国家CSforALL联盟的附属机构，以及费城STEM生态系统CS工作组。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。