权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Impacts of and Impediments to a District-wide Diffusion of Equity-centered Computer Science in Elementary Schools in an Urban District

在市区小学中以公平为中心的计算机科学在全区范围内传播的影响和障碍

基本信息

批准号：
2219452
负责人：
W Richards Adrion
金额：
$ 119.71万
依托单位：
University of Massachusetts Amherst
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：
2022-09-01 至 2025-08-31
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2219452&HistoricalAwards=false
关键词：
Impacts Impediments District wide Diffusion

项目摘要

This research-practice partnership project is studying the impacts of and impediments to a district-wide diffusion of an equity-centered computer science curriculum in 32 elementary schools. The partnership is employing a teacher-co-designed curriculum that integrates the concepts and practices defined in the Massachusetts Digital Literacy and Computer Science framework with other standards-based elementary English language arts, mathematics, science, and social studies curricula. The project is using a phased approach for adapting and fully implementing the curriculum in three cohorts of ten to eleven schools each year, including updating and improving on the curriculum, ensuring the curriculum is taught to all students, connecting to student identities and critical perspectives, and preparing elementary students to enter pathways ready to achieve the goals of the district for its graduates.The project uses a Diffusion of Innovation theory framework in its research and evaluation to guide the diffusion of computer science knowledge, instructional skills, and diversity, equity, and inclusion practices within every school towards a sustainable model for integrated elementary-level computer science learning. The project focuses on curriculum implementation/revision, professional learning communities, and coaching. Surveys, other data collection, and case study observations in classrooms and schools will examine student learning, teacher uptake and efficacy, professional learning community structures, and fidelity to the curriculum and to included culturally responsive pedagogies. Research outcomes will inform a continuous curriculum revision and implementation process throughout project and afterwards. The project will determine how equity-centered and integrated computer science and computational thinking instruction diffuses over time in the target elementary schools, how these diffusion activities affect the depth and rate teachers become aware, adopt, initiate, and routinize integrated computer science and computational thinking instruction, and how we may understand the cultural and system factors influence the diffusion of the computer science and computational thinking curricula. 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.

这个研究实践伙伴关系项目正在研究的影响和障碍，以公平为中心的计算机科学课程在32所小学的地区范围内传播。该伙伴关系采用教师共同设计的课程，将马萨诸塞州数字扫盲和计算机科学框架中定义的概念和实践与其他基于标准的基础英语语言艺术，数学，科学和社会研究课程相结合。该项目采用分阶段的方法，每年在三批10至11所学校中调整和全面实施课程，包括更新和改进课程，确保向所有学生教授课程，联系学生身份和批判性观点，并为小学生进入准备实现其毕业生的地区目标的途径做好准备。该项目采用了创新理论的扩散在其研究和评估框架，以指导计算机科学知识，教学技能，多样性，公平和包容性的做法，在每所学校内的传播，对综合小学计算机科学学习的可持续模式。该项目的重点是课程的实施/修订，专业学习社区和辅导。在教室和学校进行的调查、其他数据收集和案例研究观察将审查学生的学习、教师的吸收和效率、专业学习社区结构、对课程的忠诚度以及对文化敏感的教学法的忠诚度。研究成果将告知整个项目和之后的持续课程修订和实施过程。该项目将确定以公平为中心的综合计算机科学和计算思维教学如何随着时间的推移在目标小学扩散，这些扩散活动如何影响教师意识到的深度和速度，采用，发起和推广综合计算机科学和计算思维教学，以及我们如何理解文化和系统因素对计算机科学和计算思维课程传播的影响。该项目通过CS for All：Research and RPPs计划获得资助。该奖项反映了NSF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。