Beyond access

Margolis, Jane; Ryoo, Jean J.; Sandoval, Cueponcaxochitl D. Moreno; Lee, Clifford; Goode, Joanna; Chapman, Gail

doi:10.1145/2381083.2381102

Cited by 114 publications

(24 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Through an NSF PI meeting the following year, members of the informal Chicago working group learned about the Exploring Computer Science (ECS) curriculum developed jointly by Gail Chapman and Joanna Goode (and since updated a number of times) [6]. The ECS curriculum and professional development program was developed with the goal of broadening participation of women and minorities and increasing equity in the field of computer science [7]. The Chicago team felt that ECS would be valuable for broadening access to computer science in CPS, and in the summer of 2010, Reed and Yanek went to Los Angeles and participated in the ECS professional development program.…”

Section: Origins Of Cafécsmentioning

confidence: 99%

Assessing the Effectiveness of Computer Science RPPs: The Case of CAFÉCS

Henrick¹,

McGee

Greenberg

et al. 2019

2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)

View full text Add to dashboard Cite

Research Practice Partnerships (RPPs) are a relatively recent development as a potential strategy to address the complex challenges in computer science education. Consequently, there is little guidance available for assessing the effectiveness of RPPs. This paper describes the formative evaluation approach used to assess the progress of the first year of the formalized RPP, Chicago Alliance for Equity in Computer Science (CAFÉCS). This paper contributes to the RPP literature by providing a case study of how an RPP effectiveness framework can be adapted and used to inform partnership improvement efforts in computer science education.

show abstract

Section: Origins Of Cafécsmentioning

confidence: 99%

Assessing the Effectiveness of Computer Science RPPs: The Case of CAFÉCS

Henrick¹,

McGee

Greenberg

et al. 2019

2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)

View full text Add to dashboard Cite

show abstract

“…Inclusiveness is supported by focusing on ideas that are meaningful to students, and activities in the curriculum provide space for teachers to incorporate students' background and culture. In addition, many activities focus on real-life issues in the community-for example, students can make games that communicate messages about healthy eating or about the plight of undocumented students [18]. Resting on equity are inquirybased activities in which students are "expected and encouraged to help define the initial conditions of problems, utilize their prior knowledge, work collaboratively, make claims using their own words, and develop multiple representations of particular solutions."…”

Section: The Key Components Of the Ecs Curriculummentioning

confidence: 99%

“…Resting on equity are inquirybased activities in which students are "expected and encouraged to help define the initial conditions of problems, utilize their prior knowledge, work collaboratively, make claims using their own words, and develop multiple representations of particular solutions." [18] By engaging students in equitable inquiry through the first two strands, students gain access to the domain content of computer science, the third strand.…”

Section: The Key Components Of the Ecs Curriculummentioning

confidence: 99%

“…The Exploring Computer Science (ECS) curriculum and professional development program was developed at the University of California, Los Angeles, with the goal of contributing to broadened participation of women and minorities and increased equity in the field of computer science [18]. Specifically, the ECS curriculum seeks to accomplish this goal of broadening participation by introducing the field of computer science and computational practices in a way that makes the field relevant, engaging, and stimulating for a diverse population of students.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Equal Outcomes 4 All

McGee

McGee-Tekula

Duck

et al. 2018

Proceedings of the 49th ACM Technical Symposium on Computer Science Education

View full text Add to dashboard Cite

This study investigated patterns in the development of computational thinking practices in the context of the Exploring Computer Science (ECS) program, a high school introductory CS course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. Past research indicates that the personal relevance of the ECS experience influences students' expectancy-value towards computer science. Expectancy-value is a construct that is predictive of career choices. We extended our research to examine whether expectancy-value influences the development of computational thinking practices. This study took place in the context of two ECS implementation projects across two states. Twenty teachers, who implemented ECS in 2016-17, participated in the research. There were 906 students who completed beginning and end of year surveys and assessments. The surveys included demographic questions, a validated expectancy-value scale, and questions about students' course experiences. The assessments were developed and validated by SRI International as a companion to the ECS course. Overall, student performance statistically increased from pretest to posttest with effect size of 0.74. There were no statistically significant differences in performance by gender or race/ethnicity. These results are consistent with earlier findings that a personally relevant course experience positively influences students' expectancy for success. These results expanded on prior research by indicating that students' expectancy-value for computer science positively influenced student learning. CCS CONCEPTS• Social and professional topics→Computational thinking; Model curricula; Student assessment; K-12 education

show abstract

“…The Exploring Computer Science (ECS) curriculum and professional development (PD) program serve as a core foundation for supporting enactment of this policy [3]. ECS seeks to contribute to broadening the participation of women and minorities and increasing equity in the field of computer science through activities designed to engage students in computer science inquiry around meaningful problems [4].…”

mentioning

confidence: 99%