Computing Educator Diversity Initiative Research Practice Partnership (CEDI RPP)

德克萨斯大学将扩大计算机教育多样性倡议（CEDI），并通过研究实践伙伴关系（RPP）专注于招聘和支持反映德克萨斯州学生群体种族和民族身份的教师，并在改进科学研究中使用工具，帮助未来获得认证的计算机科学（CS）教师增加他们的内容知识，教学技能和包容性教学策略。CEDI将通过探索网络改进社区（NIC）的有效性，为教育领域的研究-实践合作伙伴关系做出贡献，以建立黑人和拉丁裔教师获得计算机科学认证的能力，实施包容性和文化响应性的计算机科学教学机会，并提高高中计算机课程的公平性。NIC模型将测试一种整体性的方法来解决CS认证的黑人和拉丁裔教师代表性不足的问题，方法是利用一个亲和小组来考虑当前差异的潜在根源，如专业发展机会、教师身份、行政支持和文化背景。将CEDI NIC模型应用于这一实践问题，将有助于在改进科学方面形成一个新兴的学术机构，该机构专注于解决教育系统内的复杂问题，这些问题很少对孤立或孤立的干预措施作出反应。CEDI将开发一种合作模式，为少数族裔教师解决学校和地区的CS平等问题，这种模式可以适用于招聘和留住有资格的CS教师，这些教师能够作为黑人和拉丁裔学生的榜样，教授CS课程，并通过教学和项目改革扩大黑人和拉丁裔学生在CS课程中的入学人数。这一面向所有高中的计算机科学教学计划建立了计算机科学教学能力，使其能够响应文化响应和包容性的教学工具和方法，从而使学生受益。CEDI的研究人员和从业人员将实施和测试一种全面的、基于研究的方法，使用PDSA（计划-执行-研究-行动）循环来迭代干预措施，以建立教师的准备和效率。NIC从业者将通过虚拟和面对面的专业发展和网络建设经验得到支持。CEDI将通过每月一次的全面专业发展计划，在教师和研究人员之间促进和培育一个强大的学习社区。CEDI的研究和评估将支持教师成为具有文化和包容性的教育者，他们将为少数族裔学生提供计算机科学学习机会，并改善高中计算机科学课程。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。

The University of Texas will expand the Computing Educator Diversity Initiative (CEDI) and focus on recruiting and supporting teachers who reflect the racial and ethnic identities of Texas’ student population through a Research Practice Partnership (RPP) and use tools within improvement science research that will help future certified Computer Science (CS) teachers increase their content knowledge, pedagogical skills, and inclusive instructional strategies. CEDI will contribute to the research-practice partnership field within education by exploring the efficacy of a Networked Improvement Community (NIC) to build Black and Latine teachers’ capacity to become CS certified, implement inclusive and culturally responsive CS teaching and learning opportunities, and improve equity in their high school computing programs. The NIC model will test a holistic approach to tackling the underrepresentation of CS certified Black and Latine teachers by leveraging an affinity group to consider the potential root causes for the current disparities such as professional development opportunities, teacher identity, administrative support, and cultural contexts. Applying the CEDI NIC model to this problem of practice will contribute to an emerging body of scholarship in improvement science focused on tackling complex issues within educational systems that have rarely been responsive to isolated or siloed interventions. CEDI will develop a collaborative model for addressing CS equity issues in schools and districts for minoritized teachers that could be applicable to recruiting and retaining certified CS teachers who are able to serve as role models for Black and Latine students, teach CS courses, and expand enrollment of Black and Latine students in CS courses through both instructional and programmatic changes. This CSforAll High School Strand RPP builds CS teaching capacity to be responsive to culturally responsive and inclusive teaching and learning tools and approaches that would benefit students. CEDI researchers and practitioners will implement and test a holistic, research-based approach to tackling complex problems of practice using PDSA (Plan-Do-Study-Act) cycles to iterate on interventions to build teacher preparedness and effectiveness. NIC practitioners will be supported through virtual and in-person professional development and network building experiences. CEDI will facilitate and nurture a robust learning community among teachers and researchers through a comprehensive professional development program that will occur monthly. CEDI’s research and evaluation will support teachers in becoming culturally and inclusive educators who will provide CS learning opportunities that reach minoritized student populations and improve high school CS programs.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.