Designing a residency-based CS teacher preparation program with a high school community

研究人员、政策制定者、从业者和家庭对扩大K12计算教育的重要性达成了广泛共识。然而，在高中开设计算机科学课程和聘请合格教师教授这些课程是主要障碍，特别是在为边缘化人口服务的学校。先前的工作表明，社区参与是重要的设计新的CS课程将适合学校的计划;社区参与也是重要的设计住宅为基础的教师准备计划，未来的教师学习，使他们的学科知识相关和突出的学生，谁是家庭，社区和文化的多方面的成员。纽约州立大学布法罗和洛克波特市学区之间的这种研究-实践伙伴关系探讨了同时为这两个挑战设计解决方案的潜在好处，这两个挑战都取决于建立一个广泛共享的愿景，即计算机科学将如何以及为什么成为学校的一部分。这个项目将公平地扩大参与计算的发展模式，其中包括边缘化社区的作用，设想计算将在他们的孩子的future.Through设计为基础的实施研究的过程中，利益相关者从纽约州立大学布法罗和高中洛克波特市学区将设计一个职前CS教师居住的伙伴关系，也将设计学校的CS课程途径。为了支持社区成员的授权，知情的参与，一组学生将学习CS在青年自助课程，其次是自助课程的社区共同讲授的青年从第一门课程。这个项目将使用一个过程称为猜想映射研究如何设计的引导课程产生CS的定位理解，这些理解如何支持授权参与CS设计委员会，以及社区参与CS设计委员会如何产生有效的，公平的，和广泛支持的设计。该项目团队希望表明，以社区为基础，以公正为导向的方法表面互利的解决方案，以增加所有学生的CS课程提供和培训教师谁将使他们的生活。由此产生的知识，模型和研究能力将直接支持在纽约西部建立K12 CS实践的区域社区，同时提供可以在其他地方复制的模型和设计过程。该奖项反映了NSF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。

There is widespread consensus amongst researchers, policymakers, practitioners, and families on the importance of expanding access to K12 computing education. However, implementing computer science (CS) courses in high schools and hiring qualified teachers to teach them are major barriers, particularly in schools serving marginalized populations. Prior work has shown that community involvement is important for designing how new CS courses will fit into a school’s program; community involvement is also important for designing residency-based teacher preparation programs in which future teachers learn to make their disciplinary knowledge relevant and salient to their students, who are multi-faceted members of families, communities, and cultures. This research-practitioner partnership between SUNY Buffalo and Lockport City School District explores the potential benefits of designing solutions for both challenges at the same time, based on the key insight that both depend on building a broadly-shared vision of how and why computer science will become part of the school. This project will equitably broaden participation in computing by developing models by which marginalized communities are included in envisioning the role computing will have in their children’s futures.Through a process of design-based implementation research, stakeholders from the SUNY Buffalo and the high school in Lockport City School District will design a pre-service CS teacher residency partnership and will also design the school’s CS curricular pathways. In order to support community members in empowered, informed participation, a group of students will learn CS in a youth bootstrapping course, followed by a bootstrapping course for the community co-taught by youth from the first course. This project will use a process called conjecture mapping to study how the design of the bootstrapping courses produce situated understandings of CS, how these understandings support empowered participation in the CS design committee, and how community involvement in the CS design committee yield effective, equitable, and broadly-supported designs. The project team hopes to show that a community-based, justice-oriented approach surfaces mutually-beneficial solutions to increasing all students’ access to CS course offerings and training the teachers who will bring them to life. The resulting knowledge, models, and research capacity will directly support the establishment of a regional community of K12 CS practice in western New York while offering models and design processes which can be replicated elsewhere.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.