Advancing Computational Thinking for Teacher Education in Central California

该项目旨在满足全国为高需求学区培养具有计算机能力的教师的需求。为了实现这一目标，该项目旨在建立一个可持续的国家模式，培养K-12教师熟练的计算思维。该项目将为60名拥有四年制STEM学位的个人提供奖学金，以便他们完成为期一年的教师认证项目。为了帮助扩大参与，该项目将包括努力招募来自不同背景的学者，包括那些在计算机科学领域代表性不足的学者。该项目将设计新的课程，帮助这些学者获得计算思维和计算机编程技能，这反过来又有助于他们将这些技能传授给他们的学生。在前两年的教学中，这些学者将获得财政和其他方面的支持，以提高他们作为教师的成功和留任。该项目的教师培训课程、咨询活动和为期两年的学者入会支持，旨在使这些学者具备在高需求学区产生积极影响所需的技能。在项目的五年时间里，该项目的学者预计将直接影响至少7000名高中生，其中许多人来自资源较少的社会经济背景。该项目将在加州州立大学弗雷斯诺分校、拉美裔服务机构和亚裔美国人和太平洋土著美国人服务机构开展。该项目包括与三个当地高需求联合学区（弗雷斯诺、桑格和中央）的合作。该项目的主要组成部分包括：(1)整合情境实践、文化能力、跨学科爱好和计算思维的教学准备；(2)通过与学科顾问的研讨会和一对一会议，对未来教师进行专业发展；(3)在最初的教学阶段建立一个实践社区。该项目旨在每年招募五批12名STEM学士后学者，在五年内培养总计60名新的STEM教师。该项目的学者将完成编程概念、算法思维和计算思维的跨学科应用等课程。这些课程符合计算机科学教师教育的新标准和新一代科学标准的横切概念。跨学科的研究者和研究团队旨在广泛传播该项目的研究成果，包括向区域非营利教育机构和国家计算联盟传播。本项目由罗伯特·诺伊斯教师奖学金项目资助。Noyce计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师，并支持经验丰富的模范K-12 STEM教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的持久性、留任性和有效性的研究。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。

This project aims to serve the national need of preparing computing-capable teachers for high-need school districts. To achieve this goal, the project aims to build a sustainable national model for preparing K-12 teachers who are skilled in computational thinking. The project will give scholarships to sixty individuals who have a four-year STEM degree so they can complete a one-year teacher certification program. To help broaden participation, the project will include efforts to recruit Scholars from diverse backgrounds, including those that are underrepresented in computer science. The project will design new courses to help the Scholars gain computational thinking and computer programming skills, which in turn will help them teach these skills to their students. During their first two years of teaching, the Scholars will receive financial and other supports to enhance their success and retention as teachers. The project's teacher preparation curricula, advisory activities, and two years of scholar induction support are designed to equip the Scholars with the skills they need to make a positive impact in high-need school districts. Over the five years of the project, the project's Scholars are expected to directly impact at least 7,000 high school students, many of whom are from less resourced socioeconomic backgrounds. This project will be carried out at California State University - Fresno, a Hispanic Serving Institution and an Asian American & Native American Pacific Islander-Serving Institution. The project includes a partnership with three local high-need Unified School Districts (Fresno, Sanger, and Central). The project's major components include: (1) Pedagogical preparation integrating situated practice, cultural competencies, transdisciplinary avocations, and computational thinking; (2) Professional development of future teachers through workshops and one-on-one meetings with discipline-specific advisors; and (3) Development of a community of practice during the initial teaching years. The project aims to recruit five cohorts of twelve STEM post-baccalaureate Scholars annually, preparing a total of sixty new STEM teachers over five years. The project's Scholars are expected to complete courses in programming concepts, algorithmic thinking, and transdisciplinary applications of computational thinking. These courses align with the new and emerging standards for computer science teacher education and the Next Generation Science Standards crosscutting concepts. The interdisciplinary investigator and researcher team aims to widely disseminate the project's research findings, including to regional non-profit educational institutions and national computing alliances. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Program. The Noyce Program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 STEM teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.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.