The Wind River Elementary Computer Science Collaborative: Supporting Culturally Responsive-Sustaining Computer Science Education in Indigenous Communities

怀俄明州是风河保留地的所在地，东部肖松尼人和北方阿拉帕霍人都居住在那里。除了迫切需要增加学生获得计算机科学教育的机会外，东肖肖尼人和北方阿拉帕霍人高度重视教学和保护其文化传统，这既反映了强烈的社区价值观，也反映了对历史不公正的回应。为了响应这些地区的优先事项和利益，风河保留地上有小学的三个学区与美国研究所、怀俄明州教育部、启动专业发展和合作伙伴建立了研究实践合作伙伴关系，称为风河小学计算机科学合作。该项目建立在以前的研究中，项目小组开发了初级计算机科学项目和课程，整合了东部肖肖尼和北方阿拉帕霍的历史，语言和文化;为小学教师和准教育工作者提供专业发展;并研究了初级计算机科学项目的实施。在学校，地区和部落领导人的支持和支持下，协作将促进初级计算机科学的可持续性，并开发资源，以支持其他地区采用成功的程序，通过计算机科学教授土著研究。该项目将直接服务于三所土著学生服务的小学，每年18名教师，6名管理人员，多达18名高中学生导师，400+小学生拟议的活动是：（a）扩大协作，使之包括更多的小学教师，并纳入高中、近同龄人导师;（B）支持迄今为止在协作工作中至关重要的教师协作形式;（c）通过与部落和学校领导以及家庭参与活动的持续沟通，进一步参与风河社区;（d）开展研究。具体地说，该研究将调查如何通过计算机科学教学土著研究涉及和扩展现有的框架，文化上负责维持计算机科学教学法，并评估是否和为什么教师参与合作显示增加自我，计算机科学教学的有效性，以及通过计算机科学进行土著研究教学的学生是否以及为什么会发展出感觉兼容的计算机科学身份他们的土著遗产。该项目的目的是在土著研究和计算机科学教育的交叉点上产生关于专业发展和实施模式的可推广的知识。这些模型将丰富该领域对如何应用综合教学框架来增加土著学生计算机科学教育的文化相关性的理解，其结果为未来基于研究的方法提供信息，以增加传统上在计算机科学中代表性不足的其他群体的计算机科学教育的文化相关性。该项目增进了关于如何通过计算机科学教授土著研究的知识，可以支持小学生和高中导师的积极身份发展。该奖项由计算机科学为所有人：研究和RPPs计划支持。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。

Wyoming is home to the Wind River Reservation, where both the Eastern Shoshone and Northern Arapaho people live. Alongside the urgent need to increase access to computer science education for their students, the Eastern Shoshone and Northern Arapaho people place a high priority on teaching and preserving their cultural traditions, reflecting both strong community values and a response to historical injustices. In response to these district priorities and interests, three school districts with elementary schools on the Wind River reservation have formed a research-practice partnership with the American Institutes for Research, Wyoming Department of Education, BootUp Professional Development, and Partner to Improve, called the Wind River Elementary Computer Science Collaborative. This project builds on prior research in which the project team developed elementary computer science projects and lessons that integrated history, language, and culture of the Eastern Shoshone and Northern Arapaho; provided professional development for elementary teachers and paraeducators; and studied implementation of elementary computer science projects. With buy-in and support from school, district, and tribal leaders, the Collaborative will promote the sustainability of elementary computer science and develop resources to support other districts in adopting successful processes for teaching Indigenous studies through computer science.The project will directly serve three Indigenous student-serving elementary schools, 18 teachers per year, six administrators, up to 18 high school student mentors, and 400+ elementary students. The proposed activities are (a) to expand the Collaborative to include more elementary teachers and incorporate high school, near-peer mentors; (b) to support forms of teacher collaboration that have been critical in the Collaborative's work to date; (c) to further engage the Wind River community through ongoing communication to tribal and school leadership and family engagement events; and (d) to conduct research. Specifically, the research will investigate how teaching Indigenous studies through computer science relates to and expands an existing framework for culturally responsive-sustaining computer science pedagogy and to assess whether and why teachers participating in the collaborative show increased self-efficacy for teaching computer science and whether and why students experiencing Indigenous studies instruction through computer science develop computer science identities that feel compatible with their Indigenous heritages. This project aims to produce generalizable knowledge about models of professional development and implementation at the intersection of Indigenous studies and computer science education. These models will enrich the field's understanding of how frameworks for integrated instruction can be applied to increase the cultural relevance of computer science education for Indigenous students, and the results inform future research-based approaches to increasing the cultural relevance of computer science education for other groups traditionally underrepresented in computer science. The project advance knowledge about how teaching Indigenous studies through computer science can support positive identity development for elementary students and high school mentors. This award is supported by the Computer Science 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.