EAGER: Hindsight 2020: The Impact of Covid 19 on Delivery of Computer Science Teacher Professional Development

EAGER：2020 年事后诸葛亮：Covid 19 对计算机科学教师专业发展的影响

• 批准号: 2039175
• 负责人: Rebecca Zarch
• 金额: $ 29.81万
• 依托单位: SageFox Consulting Group, LLC
• 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: 2020-10-01 至 2022-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2039175&HistoricalAwards=false
• 关键词: EAGER; Hindsight; 2020; Impact; Covid; EAGER; Hindsight; 2020; Impact; Covid

Computer Science has a unique need for teacher professional development (PD) programs, in that many teachers are learning both new content and pedagogy. With the advent of the COVID-19 global pandemic and subsequent US school closures in March of this year, PD providers had to quickly spring into action to create summer PD options that were both professionally rich and safe for participants. Primarily, this has meant a rapid shift from in-person experiences to a range of approaches combining on- and off-line learning environments. In this EAGER led by SageFox Consulting, a lead research partner on several NSF-funded projects, approaches to online PD and its impact on teachers will be documented and disseminated among PD providers. This data will not only inform the content and delivery of PD in the summer of 2021, but will also elucidate methods and mechanisms that may support teachers beyond the pandemic, such as how to reach educators who are the only CS teacher in their school or those who work in remote locations. This EAGER will capture the unique attributes of the summer of 2020 as many computer science (CS) education professional development (PD) programs move to an all online format due to the COVID-19 pandemic and utilize this data to inform future online PD development. The project team, comprised of SageFox Consulting, CSEdResearch, CRESST, and AIR will leverage their collective evaluation expertise to examine the impact of the forced online delivery of teacher PD by providers either experienced with or new to online PD. Specifically, they aim to understand how projects adapt existing curricula for online learning and how they scale online teacher PD and provide resources within a short timeframe, as well as how their reported data on teacher impact compare to previous years. Gathering lessons learned from this rapid delivery and pedagogical change will help to inform future online PD efforts, especially if COVID 19-related closures continue. In addition, this study may uncover unexpected challenges or benefits associated with online PD (e.g., how to build community in an online space versus in person, ability to recruit participants from broader geographic areas). The central research questions for this project are: 1) What curricular and pedagogical changes have been made to summer 2020 CS PD in response to the COVID-19 pandemic and what was the process for making these changes? 2) What does teacher engagement look like in online CS PD and how is it measured? 3) In what ways has the move to online CS PD impacted participants in areas such as self-efficacy and perceived learning? 4 )How can lessons learned from summer 2020 PD inform future PD efforts?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.

计算机科学对教师专业发展（PD）计划的独特需求，因为许多教师都在学习新内容和教学法。随着Covid-19的全球大流行和随后的美国学校关闭的到来，PD提供商不得不迅速采取行动，以创建对参与者的专业富裕和安全的夏季PD选择。首先，这意味着从面对面的体验转变为结合在线学习环境的各种方法。在Sagefox Consulting的渴望中，在几个NSF资助的项目中，首席研究合作伙伴将在PD提供商中记录和传播在线PD及其对教师的影响的方法。这些数据不仅会在2021年夏季为PD的内容和交付提供信息，而且还将阐明可能支持大流行以外的教师的方法和机制，例如如何吸引他们是学校中唯一的CS老师或在偏远地区工作的教育者。由于许多计算机科学（CS）教育专业发展（PD）计划，由于1920年夏季的独特属性，由于COVID-19的大流行，并且使用这些数据来为未来的在线PD开发提供信息。该项目团队由Sagefox Consulting，Csedresearch，Cresst和Air组成，将利用其集体评估专业知识来研究提供者强迫在线交付教师PD或在线PD新手的影响。具体来说，他们旨在了解项目如何适应现有的课程以用于在线学习以及如何扩展在线教师PD并在短时间内提供资源，以及他们报告的有关教师影响的数据与往年相比。从这种快速交付和教学变化中汲取的课程将有助于为未来的在线PD工作提供信息，尤其是在Covid 19相关的封闭中继续进行的情况下。此外，这项研究可能会发现与在线PD相关的意外挑战或收益（例如，如何在在线空间中建立社区，而在人身上建立社区，可以从更广泛的地理领域招募参与者）。该项目的中心研究问题是：1）响应于1920年夏季CS PD进行了哪些课程和教学变化，以应对COVID-19的大流行以及进行这些更改的过程是什么？ 2）在线CS PD中，教师敬业度如何？如何衡量？ 3）转向CS PD的转移以什么方式影响了自我效能和感知学习等领域的参与者？ 4）从2020年夏季PD开始的经验教训如何为未来的PD努力提供信息？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值得支持的。