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集职前项目的领导者、计算机科学教师协会 (CSTA) 分会、教育服务区 (ESD)、CTE 主管、社区组织和研究人员，在华盛顿、俄勒冈州和爱达荷州实现以正义为中心的中等计算机科学教育。全国各地的学区需要更多的中学计算机科学教师，尤其是那些与所教学生拥有相同身份、价值观和生活经历的教师。然而，培养和支持计算机科学教师的途径才刚刚出现，许多人都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提供服务，特别是为具有这些身份的教师创建进入计算机科学教学的途径。该项目将在太平洋西北地区创建一个新兴的职前项目联盟，以四种方式解决、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）识别和解决有抱负的教师面临的主要途径障碍，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，4）支持管理和发展这些途径的行政领导。 CSforAll High School Strand 项目的方法是建立一个基于证据的网络化改进社区，该社区深入吸引整个地区的利益相关者来识别变革机会，制定可持续的跨机构协调实践，并将研究作为众多工具之一来告知变革方法。研究将特别集中于回答以下问题：1）谁了解和不了解计算机科学教学途径，以及原因； 2) 处于计算机科学边缘化身份的有抱负的教师在追求计算机科学教学生涯时面临哪些障碍； 3) 边缘化教师的社区聚会如何支持教师留任； 4) 教师教育行政领导者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乡村的界限提出，有助于了解价值观、社区和国家政治如何塑造西北太平洋地区中学计算机科学教育的公平机会。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 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.