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区的所在地，东部肖肖尼人和北部阿拉帕霍人都居住在那里。除了迫切需要为学生增加计算机科学教育的机会外，东部肖肖尼人和北部阿拉帕霍人也高度重视教学和保护他们的文化传统，这既反映了强烈的社区价值观，也反映了对历史不公的回应。为了响应这些地区的优先事项和利益，风河保护区上有小学的三个学区与美国研究所、怀俄明州教育部、BootUp专业发展和合作伙伴建立了一个研究实践合作伙伴关系，称为风河小学计算机科学合作。该项目建立在先前研究的基础上，项目团队开发了基础计算机科学项目和课程，整合了东部肖肖尼人和北部阿拉帕霍人的历史、语言和文化；为小学教师及辅助教育工作者提供专业发展；并研究了计算机科学基础项目的实施。在学校、地区和部落领袖的支持下，合作计划将促进基础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方法，透过计算机科学教授原住民研究。该项目将直接服务于三所土著学生小学、每年18名教师、6名管理人员、最多18名高中生导师和400多名小学生。建议的活动是(a)扩大协作，包括更多的小学教师，并纳入高中，近同伴导师；(b)支持迄今为止对协作组织的工作至关重要的教师合作形式；(c)通过与部落和学校领导的持续沟通以及家庭参与活动，进一步参与风河社区；(d)进行研究。具体地说,该研究将调查如何通过计算机科学教授土著研究与现有的文化响应型计算机科学教学框架相关联并扩展，并评估参与合作的教师是否以及为什么在教授计算机科学方面表现出更高的自我效能，以及通过计算机科学体验土著研究教学的学生是否以及为什么会发展出与他们的计算机科学身份相容的计算机科学身份土著遗产。本计画的目标是在原住民研究与电脑科学教育的交叉领域，提供有关专业发展与执行模式的概括性知识。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，并且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。该项目推进了有关如何通过计算机科学教授土著研究来支持小学生和高中导师积极认同发展的知识。该奖项由“面向所有人的计算机科学：研究和RPPs计划”支持。该奖项反映了美国国家科学基金会的法定使命，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.