Collaborative Research: An Equitable, Justice-Focused Ecosystem for Pacific Northwest Secondary CS Teaching

华盛顿大学、中央华盛顿大学、西华盛顿大学、惠特沃斯大学和华盛顿州立大学将汇聚职前项目领导人、计算机科学教师协会(CSTA)分会、教育服务区(ESD)、CTE主任、社区组织和研究人员，在华盛顿、俄勒冈和爱达荷州实现以司法为重点的中学CS教育。全国各地的学区需要更多的中学计算机科学教师，特别是那些与他们所教学生的身份、价值观和生活经历相同的教师。然而，准备和支持计算机科学教师的途径才刚刚出现，许多人正在努力招募有前途的教师进入该行业并长期留住他们。该项目旨在为女性、非裔美国人、西班牙裔、美洲原住民和/或残疾人的学生和教师服务，特别是通过为具有这些身份的教师创造进入计算机科学教学的途径。该项目将创建一个横跨太平洋西北地区的新兴职前计划联盟，以通过四种方式解决、加强和成熟计算机科学教学途径：1)组织和共享有关教学途径的信息；2)确定和解决有抱负的教师面临的途径的关键障碍；3)与新的和现有的计算机科学教师协会分会合作，支持计算机科学教师社区建设；以及4)支持管理和发展这些途径的行政领导人。CSforAll High School Strand项目的方法是建立一个基于证据的网络改进社区，该社区深入接触该地区的利益攸关方，以确定变革的机会，发展可持续的跨机构协调做法，并将研究作为许多工具之一，为变革的方法提供信息。研究将特别集中于回答1)谁了解和不了解CS教学途径，以及为什么；2)在CS中处于边缘地位的有抱负的教师在追求CS教学生涯时面临哪些障碍；3)被边缘化身份的教师之间的社区聚会如何支持教师留住；以及4)教师教育行政领导人之间的团结如何支持路径的可持续性。这些问题将跨越城市和农村，帮助了解价值观、社区和州政治如何影响太平洋西北地区中学平等接受计算机科学教育的机会。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

The University of Washington, Central Washington University, Western Washington University, Whitworth University, and Washington State University will bring together leaders of pre-service programs, Computer Science Teachers Association (CSTA) chapters, Educational Service Districts (ESD), CTE directors, community organizations, and researchers to realize justice-focused secondary CS education in Washington, Oregon, and Idaho. School districts across the country need more secondary computer science teachers, especially those who share the identities, values, and lived experiences of the students they teach. However, pathways for preparing and supporting computer science teachers are only just emerging, and many are struggling to recruit promising teachers into the profession and retain them long term. This project seeks to serve students and teachers who are women, African-Americans, Hispanics, Native Americans, and/or disabled, specifically by creating pathways into computer science teaching for teachers with these identities. This project will create a consortium of emerging pre-service programs across the Pacific Northwest to address, strengthen, and mature computer science teaching pathways in four ways: 1) organizing and sharing information about teaching pathways, 2) identifying and resolving key barriers to pathways that aspiring teachers face, 3) supporting computers science teacher community building in partnership with new and existing computer science teachers association chapters, and 4) supporting administrative leaders who manage and grow these pathways. The CSforAll High School Strand project’s approach is to build an evidence-based networked improvement community, which deeply engages stakeholders across the region to identify opportunities for change, develop sustainable cross-institutional coordination practices, and use research as one tool of many to inform approaches to change. Research will particularly focus on answering 1) who is and isn’t informed about CS teaching pathways, and why; 2) what barriers aspiring teacher with identities marginalized in CS face in pursuing CS teaching careers; 3) how community gatherings amongst teachers with marginalized identities can support teacher retention; and 4) how solidarity amongst teacher education administrative leaders can support sustainability of pathways. These questions will be posed across urban and rural divides, helping to inform how values, communities, and state politics shape equitable access to computer science education in secondary schools across the Pacific Northwest.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.