EAGER: Building CT Readiness: An EAGER Proposal to Refine and Study a Framework for Integrating Computational Thinking Across Subjects in High-Poverty Elementary Schools

EAGER：建立 CT 准备：一项 EAGER 提案，旨在完善和研究高贫困小学跨学科整合计算思维的框架

• 批准号: 1838523
• 负责人: Babette Moeller
• 金额: $ 29.99万
• 依托单位: Education Development Center
• 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 2022-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1838523&HistoricalAwards=false
• 关键词: EAGER; Building; CT; Readiness; Proposal

Education Development Center (EDC) and its partners at the Research Alliance for NYC (New York City) Schools and Dr. Maya Israel of the University of Illinois propose an eighteen-month EAGER grant for research and development in the area of computational thinking (CT) integration in elementary education. The primary purpose of the proposed work is for the research team to collaborate over 12 months with a group of 18 geographically dispersed school principals, teachers, evaluators, and subject-matter experts to iteratively refine an existing draft framework, self-diagnostic tool, and rubric for computational thinking integration across multiple school subjects. Subsequently, we will pilot test the revised tools over three months in six elementary schools in high-poverty areas in three states (New York, Illinois, and Florida) to investigate whether there is promising evidence that systematic use of these resources is associated with the successful integration of CT across elementary school curricula. These tools are meant to help high-poverty (and eventually all) schools clarify their definitions of CT and CT integration; to articulate their visions and plans for CT implementation; and to monitor the effectiveness of teacher professional development in CT instruction.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.

教育发展中心（EDC）及其在纽约市（纽约市）学校研究联盟的合作伙伴和伊利诺伊大学的Maya以色列博士提出了在基础教育中的计算思维领域（CT）融合方面的18个月渴望研究和开发赠款。拟议工作的主要目的是使研究团队与一组由18个地理位置分散的学校校长，教师，评估人员和主题专家组成的小组合作，以迭代地完善现有的草稿框架，自我诊断工具，以及用于跨多个学校学科的计算思维集成的专栏。随后，我们将在三个州（纽约，伊利诺伊州和佛罗里达州）的高贫困地区的六所小学的三个月内试用修订的工具，以调查是否有有希望的证据表明，系统使用这些资源与CT在整个小学课程中成功整合。这些工具旨在帮助高贫困（最终）学校阐明其对CT和CT集成的定义；阐明他们的愿景和CT实施计划；并监控教师专业发展在CT教学中的有效性。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影响的评论标准来评估的。