Building Systemic Capacity to Scale and Sustain Equity in Computer Science through Multi-Stakeholder Professional Development

Flapan, Julie; Ryoo, Jean J.; Hadad, Roxana

doi:10.1109/respect49803.2020.9272506

Cited by 6 publications

(5 citation statements)

References 15 publications

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“…Ensuring that CS is for "all" requires that diverse stakeholders -teachers, counselors, and administrators -are equally informed about the benefits of CS, while difficult decisions must be made about: (a) which curricula to implement; (b) which professional development (PD) opportunities to offer; (c) how to ensure students are not missing opportunities to enroll in CS or tracked out of CS based on race, gender, home language, etc. ; and (d) how to build CS into existing course schedules (Flapan, Ryoo, & Hadad, 2020). Administrators also carefully consider the local political and educational contexts of their school community that impact these decisions.…”

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

Preparing School Leaders to Advance Equity in Computer Science Education

Flapan

Ryoo

Hadad

et al. 2021

JCSI

Self Cite

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Background and Context: Most large-scale statewide initiatives of the Computer Science for All (CS for All) movement have focused on the classroom level. Critical questions remain about building school and district leadership capacity to support teachers while implementing equitable computer science education that is scalable and sustainable. Objective: This statewide research-practice partnership, involving university researchers and school leaders from 14 local education agencies (LEA) from district and county offices, addresses the following research question: What do administrators identify as most helpful for understanding issues related to equitable computer science implementation when engaging with a guide and workshop we collaboratively developed to help leadership in such efforts? Method: Participant surveys, interviews, and workshop observations were analyzed to understand best practices for professional development supporting educational leaders. Findings: Administrators value computer science professional development resources that: (a) have a clear focus on “equity;” (b) engage with data and examples that deepen understandings of equity; (c) provide networking opportunities; (d) have explicit workshop purpose and activities; and (e) support deeper discussions of computer science implementation challenges through pairing a workshop and a guide. Implications: Utilizing Ishimaru and Galloway’s (2014) framework for equitable leadership practices, this study offers an actionable construct for equitable implementation of computer science including (a) how to build equity leadership and vision; (b) how to enact that vision; and (c) how to scale and sustain that vision. While this construct applies to equitable leadership practices more broadly across all disciplines, we found its application particularly useful when explicitly focused on equity leadership practices in computer science.

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Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

Preparing School Leaders to Advance Equity in Computer Science Education

Flapan

Ryoo

Hadad

et al. 2021

JCSI

Self Cite

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“…We find studies where different actors are involved either within the same institution [32] or across different organizations [33]. It might be interesting to see if PD interventions mobilize different actors in the communities (and then which ones) and if this type of cooperation has increased or decreased.…”

Section: Motivation Research Questions and Scopingmentioning

confidence: 99%

Computer Science in Schools: A Literature Mapping of Professional Development for In-Service Teachers

Rouhani

Divitini

Hashemi

2022

2022 IEEE Global Engineering Education Conference (EDUCON)

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During the last few decades, there has been a growing need for Professional Development of in-service teachers in Computer Science. This paper presents a systematic mapping of the research in this area published between 2010 and 2020. The study's goal is to map existing literature, understanding how research is evolving and identifying gaps that can prompt new research. The literature mapping is based on the analysis of 206 articles collected from various online databases, then selected according to defined inclusion/exclusion criteria. The study investigates the type of intervention/study, school level, geographical location, connection to curricula, learning objectives, phase of the research, size of the study, and type of collaboration. From the literature mapping, Professional Development of in-service teachers of Computer Science emerges as a rapidly growing and dynamic research area. However, some threats are connected to fragmentation of the research and the need for more cooperation to increase inclusiveness and international collaboration.

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“…There is good research evidence [3], [6] about the efficacy of these programs. As we considered the next level of work for CS education, we wondered how we might sequence these individual programs together into a comprehensive experience for a cross-functional school community.…”

Section: Approaches To Addressing Cs Equitymentioning

confidence: 99%

“…al. [6] documented one of the few programs that has adopted such comprehensive multi-stakeholder approach to building equity in CS. This program implemented a week-long regional professional development learning program in California, bringing together cross-functional teams of teachers, counselors, and administrators.…”

Section: Program Goalsmentioning

confidence: 99%

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CATCHing CS Equity: Counselors, Administrators, and Teachers Collaborating Holistically

Nnamani,

Otero,

Smith

et al. 2024

Preprint

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Improving equity in K-12 Computer Science (CS) education benefits from the collaboration of classroom teachers, school counselors, and school leaders. This paper presents the outcomes of a pilot program that brought together cross-functional teams consisting of CS teach- ers, school counselors, and administrators. Over the course of a year, these teams attended monthly, equity-focused workshops, leverag- ing pre-existing materials from affordable, high-quality, research- based programs. The use of these resources demonstrated bene- fits of sequencing and synthesizing existing programs. Evidence from surveys and interviews shows that the workshops promoted learning and fostered collaboration between the cross-functional teams that would not have happened otherwise. Participants were motivated by the program, and they generated ideas that turned into actionable projects to promote CS education equity in their schools. While the initiative was well received, areas for improve- ment were identified, particularly, in school recruitment, workshop structure, and evaluation. This pilot initiative demonstrates that equity-centered programs comprised of cross-functional teams can help achieve systemic improvement of CS education equity.

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Building Systemic Capacity to Scale and Sustain Equity in Computer Science through Multi-Stakeholder Professional Development

Cited by 6 publications

References 15 publications

Preparing School Leaders to Advance Equity in Computer Science Education

Preparing School Leaders to Advance Equity in Computer Science Education

Computer Science in Schools: A Literature Mapping of Professional Development for In-Service Teachers

CATCHing CS Equity: Counselors, Administrators, and Teachers Collaborating Holistically

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