RUI:Empowering K-5 Teachers in Southern Oregon Through Computational Thinking

RUI：通过计算思维为俄勒冈州南部的 K-5 教师提供支持

• 批准号: 1923633
• 负责人: Eva Skuratowicz
• 金额: $ 30万
• 依托单位: Southern Oregon University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-10-01 至 2023-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1923633&HistoricalAwards=false
• 关键词: RUI; Empowering; Teachers; Southern; Oregon

The United States does not adequately prepare students underrepresented in computing -- especially females; racial, ethnic, and linguistic minorities; and low-income students -- to meet college requirements in computer science (CS). Southern Oregon, in particular, has significant interest in offering CS educational opportunities to its PK-12 students but is still currently developing the infrastructure to support implementation, amidst a student population becoming more diverse in terms of race, ethnicity, and languages spoken. This project, focused on integrating computational thinking (CT) into the K-5 instruction of general elementary and elementary bilingual teachers, will grow the early collaboration efforts initially started in 2015 into a formalized networked improvement community (NIC) in southern Oregon. This NIC would include Southern Oregon University (SOU), Ashland School District, Phoenix-Talent School District, and the American Institutes for Research (AIR). Over two years, this project aims to do the following: (a) move from initial collaboration to a fully-formed NIC that meets regularly and engages in three cycles of improvement; (b) pilot a summer institute that supports its first cohort of elementary teachers; (c) co-create lesson plans that integrate CT into elementary subjects; (d) build prototype instructional materials that districts can use to engage elementary teachers, whether they are early adopters of CT or reticent to implement. This research presents an innovative approach to CT instruction and PD that could influence the pathway to CS for elementary students. The education division at SOU will sustain the NIC's work by implementing CT training into the STEM methodology class that is required for all elementary preservice teachers and including CT training in ongoing summer institutes for inservice teachers. In addition, the project's broad dissemination plan would reach practitioners and scholars throughout the nation in computer science and elementary education, thus extending the study's findings beyond southern Oregon. This project is supported by the Computer Science for All: Researcher-Practitioner Partnerships program. The research questions center around how systems, structures, and professional development (PD) can be constructed to facilitate elementary and bilingual elementary teachers' knowledge of and confidence in CT instruction. The research will investigate how CT PD and CT instructional activities can engage students from low-income, Latinx and linguistically diverse groups, and enable teachers to be more willing to move from CT concepts to integrating CS using technological devices. The research will examine how incorporating language arts and math in CT instruction could increase the ability and confidence of elementary teachers - general and bilingual - in both CT and CS. Furthermore, the project will investigate how CT PD could support teachers in actively engaging students from groups that are underrepresented in computing. Using a mixed methods approach, the project will collect and analyze data from surveys, observations, and interviews.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.

美国没有充分为学生提供计算中的人数不足，尤其是女性；种族，种族和语言少数民族；和低收入学生 - 满足计算机科学（CS）的大学要求。尤其是俄勒冈州南部对为PK-12学生提供CS教育机会的浓厚兴趣，但目前仍在开发支持实施的基础设施，而在学生中，学生群体在种族，种族和语言方面变得越来越多样化。该项目的重点是将计算思维（CT）整合到一般基础和基础双语教师的K-5指导中，它将最初始于2015年开始的早期合作工作，成为俄勒冈州南部正式的网络改善社区（NIC）。这个NIC将包括俄勒冈州南部大学（SOU），Ashland学区，凤凰城为止的学区和美国研究学院（AIR）。在两年的时间里，该项目旨在进行以下操作：（a）从最初的合作转变为定期相遇并进行三个改进周期的完整NIC； （b）飞行员夏季学院支持其第一家小学教师的同伙； （c）共同创建课程计划，将CT整合到基本学科中； （d）建立原型教学材料，无论是CT的早期采用者还是实施，他们都可以用来吸引小学教师。这项研究提出了一种创新的CT指导和PD方法，可能会影响小学学生的CS途径。 SOU的教育部门将通过将CT培训实施到STEM方法论课程中，这是所有基本职前教师所需的，并在正在进行的夏季夏季研究机构中为内政教师提供的CT培训所需的CT培训。此外，该项目的广泛传播计划将在全国范围内在计算机科学和基础教育方面吸引从业人员和学者，从而将研究的发现扩展到俄勒冈州南部。该项目得到了所有人的计算机科学支持：研究人员 - 抛弃者伙伴关系计划。研究问题围绕如何构建系统，结构和专业发展（PD），以促进基础和双语的小学教师对CT教学的了解和信心。该研究将调查CT PD和CT教学活动如何吸引来自低收入，拉丁裔和语言多元化群体的学生，并使教师更愿意从CT概念转向使用技术设备整合CS。该研究将研究CT教学中的语言艺术和数学的纳入如何增加CT和CS中的基础教师（一般和双语）的能力和信心。此外，该项目将调查CT PD如何支持教师积极吸引来自计算中代表性不足的小组的学生。使用混合方法，该项目将从调查，观察和访谈中收集和分析数据。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估审查标准通过评估来获得支持的。

项目成果

Computational thinking in a bilingual kindergarten classroom: Emergent ideas for teaching across content areas

双语幼儿园课堂中的计算思维：跨内容领域教学的新兴想法

• DOI: 10.1007/s10639-022-11454-1
• 发表时间: 2023
• 期刊: Education and information technologies
• 影响因子: 5.5
• 作者: Krause, Gladys H.;Vanderberg, Maggie;E. Hung, Eping;Skuratowicz, Eva
• 通讯作者: Skuratowicz, Eva

I Felt Like We Were Actually Going Somewhere: Adapting Summer Professional Development for Elementary Teachers to a Virtual Experience During COVID-19

我觉得我们实际上正在走向某个地方：在 COVID-19 期间，将小学教师的暑期专业发展调整为虚拟体验

• DOI: 10.1145/3408877.3432482
• 发表时间: 2021
• 期刊: SIGCSE '21: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education
• 作者: Skuratowicz, Eva;Vanderberg, Maggie;Hung, Eping E.;Krause, Gladys;Bradley, Dominique;Wilson, Joseph P.
• 通讯作者: Wilson, Joseph P.