Collaborative Research: RAPID: CS-NYCE: An Ecological Approach to Understanding the Rollout of Student-Centered Computer Science Education in New York City

威斯康星大学麦迪逊分校与哥伦比亚大学师范学院和格鲁吉亚理工学院合作，提出围绕在不同的纽约市（NYC）社区推出计算机科学的设计和实施研究核心问题。纽约市目前正在开始美国历史上最大规模的计算机科学（CS）教育，也是美国公立高中学生几十年来最大规模的新学科之一。CS4 All计划提供了一个重要的机会，以评估K-12 CS课程和课程在高度多样化的环境中的可供性和影响，其规模几乎不可能。围绕这一倡议的研究不仅可以直接影响成千上万的纽约学生的CS教育，但也可以确保作为总统奥巴马的新宣布，全国CS所有倡议规模为全国其他地区更公平的蓝图.虽然纽约CS4 All项目今年刚刚宣布，它已经被部署在全市不同的社区和学校，以前没有任何正式的计算机科学或工程教育。到目前为止，我们对它在纽约的运作方式或运作方式知之甚少。使用定性扎根理论，混合采访，观察和实地考察，我们计划研究围绕CS课程的设计和实施在不同的纽约市社区的核心问题：在纽约市实施CS教育（嵌入式以学生为中心的课程）的挑战是什么？利益相关者在课程设计、推广和新CS教室的使用中扮演什么样的实际角色？是什么目标/价值观驱动管理员和其他利益相关者决定围绕CS课程采用，以及他们如何将这些目标/价值观传达给教师，学生和他们更广泛的社区？这项研究将提供经验，有针对性和有用的研究结果，以扩大整个纽约市的CS课程，并进行基础研究，这是唯一可能在这个非凡的，独特的，迫在眉睫的背景下。为了在加速的推出时间轴上提供这样的研究结果，需要在所有研究工作上相对快速地移动。

The University of Wisconsin-Madison, in collaboration with the Teachers College at Columbia University, and Georgia Institute of Technology, proposes to study core questions around the design and implementation of the rollout of Computer Science for All (CS4All) in diverse New York City (NYC) communities. NYC is currently beginning the largest rollout of computer science (CS) education in the history of the United States, and one of the largest scaled rollouts of a new academic subject for American public high school students in decades. The CS4All initiative provides an important opportunity to evaluate the affordances and impact of K-12 CS curricula and pedagogies in highly diverse settings at a scale rarely possible. Research around this initiative could not only directly impact CS education for thousands of NYC students, but could also ensure a more equitable blueprint for the rest of the nation as President Obama's newly announced, national CS for All Initiative scales.Though the NYC CS4All project was just announced this year, it is already being deployed across the city in diverse communities and schools that have not previously had any formal computer science or engineering education. As of yet, we know very little about how it is working, or will work, in NYC. Using qualitative grounded theory, mixing interviews, observations, and field notes, we plan to study core questions around the design and implementation of CS curricula in diverse NYC communities: What are the challenges in implementing CS education (with embedded student-centered pedagogies) across NYC? What are the practical roles of the stakeholders in curriculum design, rollout, and uptake for new CS classrooms? What are the goals/values driving administrators and other stakeholders decisions around which CS curricula to adopt, and how are they communicating these goals/values to teachers, students, and their broader community? The research will provide empirical, targeted, and useful research findings for the scaling up of CS classes across NYC and perform basic research that is only possible in this extraordinary, unique, imminent context. To provide such research findings on the accelerated timeline of the rollout requires relatively quick movement on all research endeavors.