Computing Educator Diversity Initiative Research Practice Partnership (CEDI RPP)

德克萨斯大学将扩大计算教育者多样性倡议(CEDI)，并通过研究实践伙伴关系(RPP)重点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，并在改进科学研究方面使用工具，帮助未来获得认证的计算机科学(CS)教师增加他们的教学知识、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-实践合作领域做出贡献，以建设黑人和拉丁裔教师成为CS认证的能力，实施包容性和文化响应型CS教学和学习机会，并改善他们高中计算机课程的公平性。NIC模式将测试一种整体方法，通过利用一个亲和力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，来解决CS认证的黑人和拉丁裔教师代表性不足的问题。将CEDI NIC模型应用于这一实践问题，将有助于形成一个新兴的改进科学学术机构，专注于解决教育系统内的复杂问题，而这些问题很少对孤立或孤立的干预措施做出反应。CEDI将为小规模教师开发一个解决学校和地区CS公平问题的合作模式，该模式可适用于招聘和保留获得认证的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，并通过教学和课程改革扩大CS课程的黑人和拉丁裔学生的入学人数。这项CSforAll High School Strand RPP建立了CS教学能力，以响应文化响应和包容性的教与学工具和方法，使学生受益。CEDI的研究人员和实践者将实施和测试一种全面的、基于研究的方法，以解决复杂的实践问题，使用PDSA(计划-做-研究-行动)循环来迭代干预措施，以建立教师的准备和有效性。NIC从业者将通过虚拟和面对面的专业发展和网络构建体验获得支持。CEDI将通过每月进行的全面专业发展计划，在教师和研究人员中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内涵和包容性的教育者，他们将提供接触到小规模学生群体的CS学习机会，并改进高中CS课程。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 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.