The Wind River Elementary Computer Science Collaborative: Supporting Culturally Responsive-Sustaining Computer Science Education in Indigenous Communities

风河初级计算机科学合作组织：支持土著社区的文化响应型可持续计算机科学教育

• 批准号: 2318064
• 负责人: Kathryn Rich
• 金额: $ 99.96万
• 依托单位: American Institutes for Research in the Behavioral Sciences
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2026-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2318064&HistoricalAwards=false
• 关键词: Wind; River; Elementary; Computer; Science

Wyoming is home to the Wind River Reservation, where both the Eastern Shoshone and Northern Arapaho people live. Alongside the urgent need to increase access to computer science education for their students, the Eastern Shoshone and Northern Arapaho people place a high priority on teaching and preserving their cultural traditions, reflecting both strong community values and a response to historical injustices. In response to these district priorities and interests, three school districts with elementary schools on the Wind River reservation have formed a research-practice partnership with the American Institutes for Research, Wyoming Department of Education, BootUp Professional Development, and Partner to Improve, called the Wind River Elementary Computer Science Collaborative. This project builds on prior research in which the project team developed elementary computer science projects and lessons that integrated history, language, and culture of the Eastern Shoshone and Northern Arapaho; provided professional development for elementary teachers and paraeducators; and studied implementation of elementary computer science projects. With buy-in and support from school, district, and tribal leaders, the Collaborative will promote the sustainability of elementary computer science and develop resources to support other districts in adopting successful processes for teaching Indigenous studies through computer science.The project will directly serve three Indigenous student-serving elementary schools, 18 teachers per year, six administrators, up to 18 high school student mentors, and 400+ elementary students. The proposed activities are (a) to expand the Collaborative to include more elementary teachers and incorporate high school, near-peer mentors; (b) to support forms of teacher collaboration that have been critical in the Collaborative's work to date; (c) to further engage the Wind River community through ongoing communication to tribal and school leadership and family engagement events; and (d) to conduct research. Specifically, the research will investigate how teaching Indigenous studies through computer science relates to and expands an existing framework for culturally responsive-sustaining computer science pedagogy and to assess whether and why teachers participating in the collaborative show increased self-efficacy for teaching computer science and whether and why students experiencing Indigenous studies instruction through computer science develop computer science identities that feel compatible with their Indigenous heritages. This project aims to produce generalizable knowledge about models of professional development and implementation at the intersection of Indigenous studies and computer science education. These models will enrich the field's understanding of how frameworks for integrated instruction can be applied to increase the cultural relevance of computer science education for Indigenous students, and the results inform future research-based approaches to increasing the cultural relevance of computer science education for other groups traditionally underrepresented in computer science. The project advance knowledge about how teaching Indigenous studies through computer science can support positive identity development for elementary students and high school mentors. This award is supported by the Computer Science 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.

怀俄明州是风河保留地的所在地，东肖肖尼人和北阿拉帕霍人都居住在那里。除了迫切需要增加学生接受计算机科学教育的机会外，东肖肖尼人和北阿拉帕霍人还高度重视教学和保护他们的文化传统，这既反映了强烈的社区价值观，也反映了对历史不公正的反应。为了响应这些学区的优先事项和利益，风河保留地上有小学的三个学区与美国研究院、怀俄明州教育部、BootUp Professional Development 和 Partner to Improve 建立了研究实践合作伙伴关系，称为“风河初级计算机科学合作。该项目建立在先前的研究基础上，项目团队开发了基本的计算机科学项目和课程，整合了东肖肖尼和北阿拉帕霍的历史、语言和文化；为小学教师和辅助教育工作者提供专业发展；并研究了基础计算机科学项目的实施。在学校、地区和部落领导人的认可和支持下，该合作组织将促进基础计算机科学的可持续性，并开发资源以支持其他地区采用成功的流程，通过计算机科学教授土著研究。该项目将直接服务于三个为原住民学生服务的小学，每年 18 名教师、6 名行政人员、最多 18 名高中生导师，以及 400 多名小学生。拟议的活动是 (a) 扩大合作范围，纳入更多小学教师并纳入高中、近同龄导师； (b) 支持迄今为止对合作组织工作至关重要的教师合作形式； (c) 通过与部落和学校领导层的持续沟通以及家庭参与活动，进一步吸引风河社区的参与； (d) 进行研究。具体来说，该研究将调查通过计算机科学教授土著研究如何与文化响应维持计算机科学教学法相关并扩展现有框架，并评估参与合作的教师是否以及为何表现出更高的教授计算机科学的自我效能，以及是否以及为什么通过计算机科学体验土著研究教学的学生会发展出与他们的土著遗产兼容的计算机科学身份。该项目旨在产生关于土著研究和计算机科学教育交叉点的专业发展和实施模型的普遍知识。这些模型将丰富该领域对如何应用综合教学框架来提高土著学生计算机科学教育的文化相关性的理解，并且结果为未来基于研究的方法提供信息，以提高计算机科学教育对其他群体的文化相关性传统上，计算机科学领域的代表性不足。该项目增进了人们对如何通过计算机科学教授土著研究以支持小学生和高中导师积极的身份发展的了解。该奖项由全民计算机科学：研究和 RPP 计划支持。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。