Strength Across Schools Partnership to Teach Empowering Computational Thinking and Computer Science in Middle School English Language Arts Classrooms

跨学校研究实践伙伴关系（RPP）的力量，扩大了匹兹堡大学，学区和区域教育组织的所有研究实践伙伴关系（RPP）团队的现有CS，正在创建创新的课程，教学实践，以及相关的教师专业发展，将计算思维（CT）和计算机科学（CS）教学融入中学英语语言艺术（ELA）。中学是CT/CS发展的关键时期，因为学生，特别是女孩和黑人和拉丁裔学生，开始选择在五年级时退出STEM体验，特别是在CS教育中。此外，缺乏资金，教师短缺，并获得教师专业发展的学校提供CT/CS教学的挑战。将CT/CS融入其他学科领域为在资源不足的中学扩大CS教学提供了一个解决方案。虽然ELA可能不会被视为最有可能的CS整合的主题，扫盲学者越来越多地呼吁以各种方式将CT/CS整合到ELA教学。该项目建立在这项研究的基础上，合作开发和迭代完善以正义为中心的（Smythe，2011）课程，赋予学生权力，并将CT/CS和ELA学习目标整合到有意义的环境中。该项目的教学材料将开发有两个目标：（a）建立和重视学生的不同观点，兴趣和身份和（B）检查CT/CS的社会，文化和伦理方面。该伙伴关系还侧重于开发多种形式的ELA教师支持CT/CS课程的课堂实施，包括宾夕法尼亚州西部地区和教师的区域专业学习网络，以提供持续的专业发展和课堂教师支持。该项目将调查专业学习网络和课堂支持如何帮助ELA教师成功地制定CT/CS课程，以及课程如何塑造CT/CS知识，计算身份和CS历史上代表性不足的学生的数字授权。该项目调查CT和CS如何融入中学ELA，ELA教师需要制定此指令的支持，以及这种指导如何塑造CT/CS知识，计算身份和CS历史上代表性不足的学生的数字授权。作为一项研究计划，调查是与参与的教师和学区合作进行的。定性和定量数据测量的CT/CS专业发展ELA教师的CT/CS在他们的课堂整合的影响，以及如何公正为重点的CT/CS课程塑造女性，黑人和拉丁裔学生的CT/CS知识，计算身份和数字授权。数据分析形成有助于迭代的专业发展和课程修订，也有助于在几个方面的奖学金。首先，它调查了各种教师的教学支持如何加强实施以公正为中心的CT/CS在中学ELA课堂。第二，该项目通知文化上敏感的方法CT/CS教学，旨在提高女性，黑人和拉丁裔学生的CS身份，参与和知识/技能。第三，它有助于知识，使CS更有吸引力，并获得代表性不足的学生。最后，该项目促进了形成区域和多样化研究实践伙伴关系的战略知识，特别是在大规模扩展方面。该项目的最终目标是提供以研究为基础的战略，支持扫盲教育工作者和课程开发人员在美国各地整合CT/CS到preK-12 ELA类。该项目由CS for All：Research and RPPs计划资助。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。

The Strength Across Schools Research-to-Practice Partnership (RPP), expanding an existing CS for All Research-Practice Partnership (RPP) team of University of Pittsburgh, school districts, and regional educational organizations, is creating innovative curricula, instructional practices, and related teacher professional development for integrating computational thinking (CT) and computer science (CS) instruction into middle school English Language Arts (ELA). Middle school is a critical time for CT/CS development because students, particularly girls and Black and Latinx students, begin to opt out of STEM experiences by grade five, especially in CS education. Also, lack of funding, teacher shortages, and access to teacher professional development create challenges to schools for offering CT/CS instruction. Integrating CT/CS into other subject areas provides one solution to expanding CS instruction in under-resourced middle schools. Although ELA may not be viewed as the most likely subject for CS integration, literacy scholars have increasingly called for integrating CT/CS into ELA instruction in various ways. This project builds upon this research to collaboratively develop and iteratively refine a justice-focused (Smythe, 2011) curriculum that empowers students and integrates CT/CS and ELA learning goals within meaningful contexts. The project instructional materials will be developed with two objectives: (a) to build on and value students' diverse perspectives, interests, and identities and (b) to examine the social, cultural, and ethical aspects of CT/CS. The partnership also focuses on developing multiple forms of ELA teacher support for the classroom implementation of the CT/CS curriculum, including a regional Professional Learning Network of districts and teachers in Western Pennsylvania to provide ongoing professional development and classroom-based teacher supports. The project will investigate how the Professional Learning Network and classroom supports help ELA teachers enact the CT/CS curriculum successfully and how the curriculum shapes the CT/CS knowledge, computational identities, and digital empowerment of students historically underrepresented in CS.This project investigates how CT and CS can be integrated into middle school ELA, the supports ELA teachers need to enact this instruction, and how this instruction shapes the CT/CS knowledge, computational identities, and digital empowerment of students historically underrepresented in CS. As an RPP, the investigation is conducted collaboratively with participating teachers and school districts. Both qualitative and quantitative data measure the impact of the CT/CS professional development on ELA teachers' integration of CT/CS in their classrooms and how justice-focused CT/CS curriculum shapes female, Black and Latinx students' CT/CS knowledge, computational identities and digital empowerment. Data analysis formatively contributes to iterative professional development and curriculum revisions and also contributes to scholarship in several ways. First, it investigates how various teacher instructional supports enhance the implementation of justice-focused CT/CS in middle school ELA classrooms. Second, the project informs culturally responsive approaches to CT/CS instruction, aiming to increase female, Black, and Latinx students' CS identity, engagement, and knowledge/skills. Third, it contributes to knowledge on making CS more inviting and accessible to underrepresented students. Finally, the project advances knowledge of strategies for forming regional and diverse research-practice partnerships, particularly in terms of substantial scaling. The project's ultimate goal is to provide research-based strategies for supporting literacy educators and curriculum developers across the US to integrate CT/CS into preK-12 ELA classes. This project is funded by 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.