CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Building CS Teacher Capacity Through Comprehensive College/High School Partnerships
Tác giả
Flatland R.; Matthews J.; White P.; Egan M.; Moya J.
Năm xuất bản
2022
Source title
SIGCSE 2022 - Proceedings of the 53rd ACM Technical Symposium on Computer Science Education
Số trích dẫn
1
DOI
10.1145/3478431.3499364
Liên kết
Tóm tắt
Expanding access to and engaging diverse groups of students in high school computer science (CS) classes depends on qualified CS teachers. In this paper, we describe how faculty at our liberal arts college built CS teacher capacity at over 20 school districts through comprehensive college/high school partnerships. The majority of these districts serve rural or high-needs students, groups underrepresented in CS classrooms. The program works primarily with in-service teachers from other disciplines, helping them develop the expertise to teach CS. It is comprehensive in that it includes curricula and professional development for a high school level CS course and a dual-enrollment college level CS course, pathways to CS certification, community events, and opportunities for teacher leadership and collaboration. These modes of engagement are structured so that novice and veteran teachers and college faculty have opportunities to interact in different capacities over several years to create a robust professional learning community. Initial survey results show increasing levels of teacher confidence and sense of belonging, and increasing student confidence in their CS abilities. © 2022 ACM.
Từ khóa
broadening participation; dual-enrollment; professional development; professional learning community; teacher certification
Tài liệu tham khảo
Althauser K., Job-embedded professional development: Its impact on teacher self-efficacy and student performance, Teacher Development, 19, 2, pp. 210-225, (2015); Ap Computer Science Principles; Bell T., Witten I., Fellows M., Cs unplugged: An enrichment and extension programme for primary-aged students, (2015); Beth B., Lin C., Veletsianos G., Training a diverse computer science teacher population, Acm Inroads, 6, 4, pp. 94-97, (2015); 2021 Professional Development: One-week Workshop for Teachers; Beauty and Joy of Computing. An Ap Cs Principles Curriculum; Catete V., Alvarez L., Isvik A., Milliken A., Hill M., Barnes T., Aligning theory and practice in teacher professional development for computer science, Proceedings of the 20th Koli Calling International Conference on Computing Education Research, pp. 1-11, (2020); State of Computer Science Education: Illuminating Disparities, (2020); Dale N., Lewis J., Computer Science Illuminated, (2019); Ecs Professional Development; Fain P., Enrollment Declines Steepest in Midwest and Northeast, (2018); Flatland R., Goldstein I., Egan M.L., Vandenberg S., Fryling M., Small S., Connecting colleges/universities and local high schools: A new model for high school cs teacher development, Proceedings of the 49th Acm Technical Symposium on Computer Science Education (SIGCSE), pp. 958-963, (2018); Fletcher C.L., Warner J.R., Cape: A framework for assessing equity throughout the computer science education ecosystem, Comm. Acm, 64, 2, pp. 23-25, (2021); Gal-Ezer J., Stephenson C., Computer science teacher preparation is critical, Acm Inroads, 1, 1, pp. 61-66, (2010); Goode J., Margolis J., Chapman G., Curriculum is not enough: The educational theory and research foundation of the exploring computer science professional development model, Proceedings of the 45nd Acm Technical Symposium on Computer Science Education (SIGCSE), pp. 493-498, (2014); Granor N., DeLyser L.A., Wang K., Teals: Teacher professional development using industry volunteers, Proceedings of the 47nd Acm Technical Symposium on Computer Science Education (SIGCSE), pp. 60-65, (2016); Gray J., Haynie K., Packman S., Boehm M., Crawford C., Muralidhar D., A mid-project report on a statewide professional development model for cs principles, Proceedings of the 46th Acm Technical Symposium on Computer Science Education (SIGCSE), pp. 380-385, (2015); Grover S., Pea R., Computational thinking: A competency whose time has come, Computer Science Education: Perspectives on Teaching and Learning in Schools, pp. 19-38, (2017); Guzdial M., Learning how to prepare computer science high school teachers, Ieee Computer, 44, 10, pp. 95-97, (2011); Guzdial M., Balancing teaching cs efficiently with motivating students, Communications of the Acm, 60, 6, pp. 10-11, (2017); Guzdial M., Ericson B., Introduction to Computing and Programming in Python, (2015); Guzdial M., Ericson B., McKlin T., Engelman S., Georgia computes! An intervention in a us state, with formal and informal education in a policy context, Acm Transactions on Computing Education, 14, 2, pp. 1-29, (2014); Hamlen K., Sridhar N., Bievenue L., Jackson D.K., Lalwani A., Effects of teacher training in a computer science principles curriculum on teacher and student skills, confidence, and beliefs, Proceedings of the 49th Acm Technical Symposium on Computer Science Education (SIGCSE), pp. 741-746, (2018); Lang K., Galanos R., Goode J., Seehorn D., Trees F., Phillips P., Stephenson C., Bugs in the System: Computer Science Teacher Certification in the U.S. A Report by the Computer Science Teachers Association and the Association for Computing Machinery, (2013); Netsblox: Innovative Learning; Computer Science and Digital Fluency Learning Standards; Computer Science Certificate Coursework Guidance; New York State Education at a Glance; Penuel W.R., Gallagher D.J., Creating Research-Practice Partnerships in Education, (2017); Qazi M.A., Gray J., Shannon D.M., Russell M., Thomas M., A state-wide effort to provide access to authentic computer science education to underrepresented populations, Proceedings of the Acm Technical Symposium on Computer Science Education (SIGCSE), pp. 839-844, (2020); Quizizz: Engage Everyone, Everywhere; Replit: Code, Create, and Learn Together; Shein E., The cs teacher shortage, Communications of the Acm, 62, 10, pp. 17-18, (2019); Stoll L., Bolam R., McMahon A., Wallace M., Thomas S., Professional learning communities: A review of the literature, Journal of Educational Change, 7, 4, pp. 221-258, (2006); Wei R., Darling-Hammond L., Andree A., Richardson N., Orphanos S., Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad, (2009); Yadav A., Gretter S., Sandsl P., Expanding computer science education in schools: Understanding teacher experiences and challenges, Computer Science Education, 26, 4, pp. 1-20, (2017)
Nơi xuất bản
Association for Computing Machinery, Inc
Hình thức xuất bản
Conference paper
Open Access
Nguồn
Scopus