Impacts of and Impediments to a District-wide Diffusion of Equity-centered Computer Science in Elementary Schools in an Urban District

这个研究-实践合作项目正在研究以公平为中心的计算机科学课程在32所小学的全区推广的影响和障碍。该合作伙伴关系采用教师共同设计的课程，将马萨诸塞州数字素养和计算机科学框架中定义的概念和实践与其他基于标准的小学英语语言艺术、数学、科学和社会研究课程相结合。该项目采用分阶段的方法，每年在三组10至11所学校中调整和全面实施课程，包括更新和改进课程，确保向所有学生教授课程，将学生身份和批判性观点联系起来，并为小学生进入准备实现该地区毕业生目标的道路做好准备。该项目在其研究和评估中使用创新扩散理论框架，以指导计算机科学知识、教学技能以及每所学校的多样性、公平性和包容性实践的扩散，从而形成一个可持续的综合初级计算机科学学习模式。该项目侧重于课程实施/修订、专业学习社区和辅导。课堂和学校的调查、其他数据收集和案例研究观察将检查学生的学习、教师的吸收和效率、专业学习社区结构以及对课程和包括文化响应教学法的忠诚。研究成果将在整个项目期间和之后为课程的持续修订和实施过程提供信息。该项目将确定以公平为中心的综合计算机科学和计算思维教学如何随着时间的推移在目标小学中传播，这些传播活动如何影响教师对综合计算机科学和计算思维教学的认识、采用、发起和常规化的深度和速度，以及我们如何理解文化和制度因素对计算机科学和计算思维课程传播的影响。该项目由CS for All: Research and RPPs项目资助。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 research-practice partnership project is studying the impacts of and impediments to a district-wide diffusion of an equity-centered computer science curriculum in 32 elementary schools. The partnership is employing a teacher-co-designed curriculum that integrates the concepts and practices defined in the Massachusetts Digital Literacy and Computer Science framework with other standards-based elementary English language arts, mathematics, science, and social studies curricula. The project is using a phased approach for adapting and fully implementing the curriculum in three cohorts of ten to eleven schools each year, including updating and improving on the curriculum, ensuring the curriculum is taught to all students, connecting to student identities and critical perspectives, and preparing elementary students to enter pathways ready to achieve the goals of the district for its graduates.The project uses a Diffusion of Innovation theory framework in its research and evaluation to guide the diffusion of computer science knowledge, instructional skills, and diversity, equity, and inclusion practices within every school towards a sustainable model for integrated elementary-level computer science learning. The project focuses on curriculum implementation/revision, professional learning communities, and coaching. Surveys, other data collection, and case study observations in classrooms and schools will examine student learning, teacher uptake and efficacy, professional learning community structures, and fidelity to the curriculum and to included culturally responsive pedagogies. Research outcomes will inform a continuous curriculum revision and implementation process throughout project and afterwards. The project will determine how equity-centered and integrated computer science and computational thinking instruction diffuses over time in the target elementary schools, how these diffusion activities affect the depth and rate teachers become aware, adopt, initiate, and routinize integrated computer science and computational thinking instruction, and how we may understand the cultural and system factors influence the diffusion of the computer science and computational thinking curricula. This project is funded through the CS for All: Research and RPPs program.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.