Expanding a Statewide Pathway for CS Teacher Certification: A Curriculum Model for Secondary Education Teacher Candidates

拓展全州 CS 教师认证途径：中等教育教师候选人的课程模型

• 批准号: 2122882
• 负责人: Jeffrey Gray
• 金额: $ 97.89万
• 依托单位: University of Alabama Tuscaloosa
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2122882&HistoricalAwards=false
• 关键词: Expanding; Statewide; Pathway; CS; Teacher

The University of Alabama (UA) will form a Researcher-Practitioner Partnership (RPP) among six Alabama higher-education institutions (Alabama State University, Jacksonville State University, University of Alabama at Birmingham, University of Alabama in Huntsville, University of Alabama, and University of South Alabama), as well as other RPP partners (e.g., high school Computer Science educators across Alabama, and the Alabama State Department of Education). A national plan for expanding K-12 Computer Science (CS) teacher professional development must include (pre-service) future teacher candidates (TCs) well beyond the current models of only training in-service teachers. This project will contribute to a new approach for virtual online instruction that prepares pre-service TCs as credentialed future CS educators who will introduce their students to computational thinkingskills and concepts. Participant TCs will be recruited from a diverse pool of candidates across the six partner institutions and topics of diversity, equity, and inclusion will be a foundation of the two-course pathway. The project is driven by the following core CSforAll needs: scaling effective professional development (PD) efforts to a large cohort of new CS teachers--many of whom have little to no formal CS preparation; establishing certification programs and preservice paths for teacher PD; establishing online and hybrid PD approaches, creating robust PD materials for teachers and facilitators; and assessing the effectiveness of PD models with respect to content knowledge, pedagogy, computational thinking, classroom equity, and student outcomesTo address these needs, the implementation, research and evaluation of this project will focus on expanding our existing knowledge and impacts from a locally successful and recently completed implementation for training Secondary Mathematics TCs in CS within their existing Mathematics teacher preparation program. The statewide expansion and implementation will widen the geographic coverage to TCs at our partner institutions and broaden the recruitment to all focus areas of Secondary Education (e.g., Science, Mathematics, Career Tech, and even Social Studies and other teaching fields in secondary teacher preparation). The specific goals of the project include: (1) recruiting and enrolling up to 90 secondary TCs to begin the CS preparation pathway in pursuit of a CS endorsement added to their secondary teaching discipline; (2) producing 72 CS credentialed secondary TCs, of which 27 will receive a course-specific certification for AP Computer Science Principles (CSP); (3) producing 45 full CS subject endorsed secondary teachers; (4) leveraging an RPP model that builds beyond a prior effort, this project will provide preparation opportunities that will enable TCs to be ready to teach CS upon graduation, including Praxis preparation to become fully credentialed in CS; and (5) expanding and enacting the UA campus CS curriculum for all disciplines of secondary TCs across six higher-education partner institutions, providing an opportunity for openly sharing all developed resources and assisting the partner institutions in bootstrapping their own CS education 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.

阿拉巴马大学（UA）将在阿拉巴马州六家高等教育机构（阿拉巴马州立大学，杰克逊维尔州立大学，阿拉巴马大学伯明翰大学，阿拉巴马大学，阿拉巴马大学，阿拉巴马大学和阿拉巴马大学和阿拉巴马大学，阿拉巴马大学和阿拉巴马大学，阿拉巴马大学，阿拉巴马大学，阿拉巴马州大学，阿拉巴马州立大学，阿拉巴马大学，阿拉巴马州立大学，阿拉巴马州立大学，杰克逊维尔州立大学，阿拉巴马州大学，杰克逊维尔州立大学，阿拉巴马州立大学，阿拉巴马州立大学，阿拉巴马州立大学，南阿拉巴马大学）以及其他RPP合作伙伴（例如，阿拉巴马州的高中计算机科学教育者和阿拉巴马州教育部）。扩大K-12计算机科学（CS）教师专业发展的国家计划必须包括（前）未来的教师候选人（TCS），远远超出了当前仅培训服务教师的模型。该项目将有助于一种虚拟在线指导的新方法，该方法将准备前TC作为证书的未来CS教育工作者，他们将向他们的学生介绍计算思想的基金会和概念。参与者的TC将从六个合作伙​​伴机构的各种候选人中招募，以及多样性，公平和包容性的主题将是两道菜途径的基础。该项目是由以下核心CSFORALL需求驱动的：将有效的专业发展（PD）努力扩展到大量新的CS老师队伍 - 许多人几乎没有正式的CS准备；为教师PD建立认证计划和前途径；建立在线和混合PD方法，为教师和促进者创造强大的PD材料；以及评估PD模型在内容知识，教学法，计算思维，课堂公平和学生淘汰方面的有效性，该项目的实施，研究和评估将集中于扩大我们现有的知识和影响本地成功的影响最近完成了在其现有数学教师准备计划中培训CS中二级数学TCS的实施。全州范围的扩张和实施将扩大我们合作伙伴机构中TC的地理覆盖范围，并将招聘扩大到中等教育的所有重点领域（例如，科学，数学，职业技术，职业技术，甚至社会研究甚至中学教师准备中的其他教学领域） 。该项目的具体目标包括：（1）招募和注册多达90个次要TC，以开始CS准备途径，以追求CS认可，以增加其二级教学学科； （2）生产72 CS认证的次级TC，其中27个将获得AP计算机科学原则的特定课程认证（CSP）； （3）生产45个完整的CS主题认可的中学教师； （4）利用一个超越先前努力的RPP模型，该项目将提供准备机会，使TCS能够在毕业后准备教CS，包括Praxis准备在CS中获得完全认证的准备； （5）扩大和颁布UA校园CS课程，以在六个高等教育合作伙伴机构中为所有中学TC的所有学科，提供一个机会，以公开共享所有已发达的资源并协助合作伙伴机构进行自欺欺人的教育工作。反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响审查标准来评估值得支持。