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佐治亚理工学院合作，提议研究围绕在纽约市(NYC)不同社区推出全民计算机科学(CS4All)的设计和实施的核心问题。纽约市目前正在开展美国历史上规模最大的计算机科学(CS)教育，也是几十年来针对美国公立高中学生推出的最大规模的新学术科目之一。CS4all倡议提供了一个重要机会，可以在高度多样化的环境中以极不可能的规模评估K-12 CS课程和教学的负担和影响。围绕这一倡议的研究不仅可以直接影响数千名纽约市学生的CS教育，还可以确保为美国其他地区制定一个更公平的蓝图，正如奥巴马总统最新宣布的全国CS for All倡议规模。虽然纽约市CS4All项目今年才刚刚宣布，但它已经在全市不同的社区和学校部署，这些社区和学校以前没有接受过任何正式的计算机科学或工程教育。到目前为止，我们对它在纽约市如何运作或将如何运作知之甚少。利用定性扎根的理论，结合访谈、观察和实地笔记，我们计划研究在纽约市不同社区设计和实施CS课程的核心问题：在整个纽约市实施CS教育(嵌入以学生为中心的教学法)面临哪些挑战？利益相关者在新CS课堂的课程设计、推广和采用中扮演什么实际角色？推动管理人员和其他利益相关方决定采用哪些CS课程的目标/价值观是什么，以及他们如何向教师、学生和更广泛的社区传达这些目标/价值观？这项研究将为在整个纽约市推广CS课程提供经验性的、有针对性的和有用的研究结果，并进行只有在这种特殊、独特和迫在眉睫的背景下才可能进行的基础研究。要在加速推出的时间表上提供这样的研究结果，需要在所有研究工作上相对较快地采取行动。

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.