UTeach and NYC: A Design Research Partnership to Expand and Improve High School Computer Science Education for Underrepresented Urban Youth

UTeach 和纽约市：设计研究合作伙伴关系，旨在扩大和改善代表性不足的城市青年的高中计算机科学教育

• 批准号: 1837687
• 负责人: Kimberly Hughes
• 金额: $ 100万
• 依托单位: University of Texas at Austin
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-10-01 至 2023-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1837687&HistoricalAwards=false
• 关键词: UTeach; NYC; Design; Research; Partnership

The University of Texas Austin (UT Austin) proposes a research-practitioner partnership (RPP) between and across six New York City public school districts to examine the degree to which co-design of curriculum, instructional practices, and teacher supports can build organizational capacity to support equitable computer science (CS) teaching and learning as called for by the CSforAll national movement. The project builds on the prior work of the UTeach Computer Science Program) which included creation of the UTeach CS Principle course and associated teacher professional development (PD). This work focuses on remaining questions about the organizational conditions and instructional practices that encourage broad student participation in CS, looking at underrepresented urban youth in particular.The project team of New York City public school administrators and classroom teachers will collaborate with researchers, curriculum developers, and professional learning and support specialists with the goal of improving Black and Latino/a student participation, learning, and engagement in CS. Methodologically, a Design-Based Implementation Research (DBIR) approach will be employed to address three overarching research questions: 1. What organizational conditions, processes, and supports are associated with improved participation by Black and Latino/a students in CS, as measured by the diversity of students enrolling in CS courses? 2. What kinds of project-based instructional strategies, materials, and interventions are associated with improved student learning in UTeach CS Principles among Black and Latino/a students, as measured by student scores on projects according to standard project rubrics and unit and Advanced Placement (AP) exam scores?3. What kinds of non-cognitive approaches (e.g., teacher messaging, classroom routines, recruitment strategies, etc.) are associated with improved engagement and motivation by Black and Latino/a students in UTeach CS Principles and retention in CS based on enrollment in following CS courses? This project will advance will contribute to knowledge about effective organizational conditions, as well as instructional interventions to promote participation, engagement, and learning across diverse groups of students in AP CS Principles, the professional learning and support necessary to prepare teachers with diverse content backgrounds to teach CS, and the strategies employed to address problems of practice through collaborative, iterative design.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.

德克萨斯大学奥斯汀分校（UT Austin）提议在纽约市六个公立学区和整个纽约市公立学区之间和整个纽约市和整个纽约市的研究 - 实证人合作伙伴关系（RPP），以研究课程，教学实践和教师支持的共同设计的程度可以建立组织能力支持CSFORALL民族运动要求的公平计算机科学（CS）教学。该项目建立在Uteach计算机科学计划的先前工作的基础上），其中包括创建UTEACH CS原理课程和相关的教师专业发展（PD）。这项工作着重于有关组织条件和教学实践的剩余问题，这些问题和教学实践尤其是对代表性不足的城市青年的参与。以及专业的学习和支持专家，旨在改善黑人和A的学生参与，学习和参与CS。从方法论上讲，将采用基于设计的实施研究（DBIR）方法来解决三个总体研究问题：1。与CS中的黑人和拉丁裔/A学生的参与改善有关的哪些组织条件，过程和支持与CS的参与有关参加CS课程的学生的多样性？ 2.根据标准项目的标准项目，由学生分数衡量的，哪些基于项目的教学策略，材料和干预措施与黑人和拉丁裔/A学生的UTEAR CS原理中的学生学习有关（AP）考试成绩？3。哪种非认知方法（例如，教师消息传递，课堂惯例，招聘策略等）与Black和Latino/A Uteach CS原则的参与度和动机的改善相关课程？该项目将进步将有助于了解有效的组织条件的知识以及教学干预措施，以促进各种学生的参与，参与和学习，以AP CS原则，专业的学习和支持，为具有不同内容背景的教师做好准备，以便具有多种内容背景的教师教CS以及通过协作，迭代设计来解决实践问题的策略。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的影响审查标准通过评估来支持的。