Collaborative Research: Indian Education in Computing: a Montana Story

合作研究：印度计算机教育：蒙大拿州的故事

• 批准号: 2031795
• 负责人: Brittany Fasy
• 金额: $ 63.53万
• 依托单位: Montana State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-01 至 2024-02-29
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2031795&HistoricalAwards=false
• 关键词: Collaborative; Research; Indian; Education; Computing

This project is a partnership among Montana education stakeholders to develop a new computer science (CS) curriculum for grades 4-8 that integrates with other school subjects, including Montana’s Indian Education For All curriculum (IEFA). Because computer science standards are new to Montana, teachers need support to bring computer science into their classrooms. This project provides support through two novel approaches to computing--storytelling using the Alice programming platform and physical computing with textiles that are embedded with electronics and then programmed by students. Because many teachers and students believe that computing is difficult, these novel approaches enable more broad access to computer science. They have been shown to only engage students and teachers in rigorous computing, but also to make computing fun. This work makes important contributions in terms of developing a culturally responsive computing curriculum that makes sense to Montana students, and also addresses broader questions about the successes and challenges on implementing state-wide computer science standards, especially in terms of teacher preparation and district support.This project develops a culturally responsive curriculum along with teacher professional development, in order to investigate how CS learning can be framed for grades 4-8 teachers and students in Montana. In fall 2020, Montana is adopting new CS standards. Through a research practice partnership, this project is working directly with the Montana Office of Public Instruction, tribal entities, teachers, and other stakeholders to develop these culturally responsive resources, which will be aligned with CS content area standards that and with Montana’s IEFA curriculum. The project is leveraging computer science learning through storytelling and e-textiles. By bringing these two approaches together and aligning them with Montana's new CS standards, the curriculum is uniquely tailored to the stories and histories of Montana students and teachers. The project's research is examining how and in what ways bringing together Montana's IEFA curriculum and the new CS standards leads to the development of a culturally responsive computing curriculum. To iteratively improve the effectiveness of the curricular units, a design-based implementation research approach, using both quantitative and qualitative methods, is employed. The project is directly reaching 30 elementary and middle school teachers (grades 4-8) and 380 students. This project is funded by 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.

该项目是蒙大拿州教育利益相关者之间的合作伙伴关系，旨在为 4-8 年级开发新的计算机科学 (CS) 课程，该课程与其他学校科目相结合，包括蒙大拿州的印度全民教育课程 (IEFA)，因为计算机科学标准对蒙大拿州来说是新的。 ，教师需要支持将计算机科学带入课堂，该项目通过两种新颖的计算方法提供支持——使用 Alice 编程平台讲故事和使用嵌入电子设备然后由学生编程的纺织品进行物理计算。学生认为计算是尽管这些新颖的方法很困难，但事实证明，它们不仅可以让学生和教师参与严格的计算，而且还可以使计算变得有趣，从而开发出文化响应式的计算课程。蒙大拿州学生的意义，并解决了有关实施全州计算机科学标准的成功和挑战的更广泛问题，特别是在教师准备和学区支持方面。该项目开发了文化响应课程以及教师专业发展，以便调查如何为 4-8 年级教师设计计算机科学学习2020 年秋季，蒙大拿州将采用新的 CS 标准，通过研究实践合作伙伴关系，该项目将与蒙大拿州公共教育办公室、部落实体、教师和其他利益相关者直接合作，开发这些文化响应资源。该项目将与蒙大拿州的 IEFA 课程保持一致，通过将这两种方法结合在一起并与蒙大拿州的新 CS 标准保持一致，该课程是专门定制的。到故事该项目的研究正在研究如何以及以何种方式将蒙大拿州的 IEFA 课程与新的 CS 标准结合起来，从而开发出文化响应型计算机课程。该项目采用基于设计的实施研究方法，采用定量和定性方法，直接覆盖 30 名中小学教师（4-8 年级）和 380 名学生。研究和 RPP 计划。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Challenges and Successes in Writing BPC Plans for NSF Proposals: A Panel of Peers Discuss Their Approaches

为 NSF 提案编写 BPC 计划的挑战和成功：同行小组讨论他们的方法

• 发表时间: 2023
• 期刊: Grace Hopper Celebration of Women in Computing
• 作者: DuBow, Wendy;Arnold, Dorian;Fasy, Brittany Terese;Gutierrez Soto, Mariantonieta
• 通讯作者: Gutierrez Soto, Mariantonieta

What’s in a Team? Peer Effects in the Introductory Statistics Classroom

团队中有什么？

• DOI: 10.52041/iase.icots11.t8i2
• 发表时间: 2022
• 期刊: ICOTS
• 作者: Pharr, Jeremiah;Hancock, Stacey;Hill, Andrew
• 通讯作者: Hill, Andrew