Curriculum is not enough

Goode, Joanna; Margolis, Jane; Chapman, Gail

doi:10.1145/2538862.2538948

Cited by 149 publications

(21 citation statements)

References 8 publications

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“…In this study, we examine four attempts to address the growing demand for scalable professional development for computer science (CS) teachers. This work complements similar studies undertaken by Goode et al (2014) and Ericson et al (2014) in the U.S., and Sentance et al (2014) in the U.K., as well as major efforts by the National Science Foundation (Cuny 2012) and Code.org (Wilson 2013). It also follows on the highly valuable landscape study conducted by researchers at the University of Chicago (Century et al 2013), which surfaced the need for a more coherent system of professional development for computer science teachers, improved alignment of professional development content and teacher needs, and an increased focus on teaching and learning in the classroom.…”

Section: Introductionsupporting

confidence: 89%

Early Lessons from Evaluation of Computer Science Teacher Professional Development in Google’s CS4HS Program

Ravitz

Stephenson

Parker

et al. 2017

ACM Trans. Comput. Educ.

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This article compares self-reported learning gains and experiences of teachers in four professional development courses funded through Google's 2014 Computer Science for High School program. The courses were designed and taught independently at four universities and started late enough in the year to participate in our pre-post study. Two of the courses used a face-to-face approach, one was online only, and one used a hybrid format. Analyses from 314 pre-surveys and 129 post-surveys indicate CS teachers are far from homogenous, suggesting that some customization may benefit professional development. We also saw a stronger sense of community in the two face-to-face courses. Among the outcomes we measured, teacher concerns (Hall and Hord 1977) were more sensitive to change than our measures of self-efficacy, outcome expectations, readiness, or beliefs. Findings illustrate the variety of CS teacher professional development experiences and the need to study the best ways to scale effective CS teacher education.

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Section: Introductionsupporting

confidence: 89%

Early Lessons from Evaluation of Computer Science Teacher Professional Development in Google’s CS4HS Program

Ravitz

Stephenson

Parker

et al. 2017

ACM Trans. Comput. Educ.

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“…The core features of the Exploring Computer Science professional development program include introducing teachers to key lessons in the curriculum, incorporating a rehearsalbased approach to learning computing concepts and pedagogy, and centering discussions about racial inequities in computer science education (Goode et al, 2014). Further, this professional development has been shown to foster a vibrant professional learning community of teachers (Ryoo et al, 2015).…”

Section: Broadening Participation In Computer Science In Oregonmentioning

confidence: 99%

“…There was no attrition of participants during the week of professional development. The reliability and validity of these survey instruments has been established with consistent and theoretically meaningful outcomes across multiple uses of these survey items with participants over the course of many years (Goode et al, 2014;Ryoo et al, 2015). Face validity has been strengthened through the central involvement of educational researchers and experts in computer science education further reviewing these survey items.…”

Section: Data Sourcesmentioning

confidence: 99%

Computer Science for Equity: Teacher Education, Agency, and Statewide Reform

et al. 2020

Self Cite

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This paper reports on a statewide "Computer Science for All" initiative in Oregon that aims to democratize high school computer science and broaden participation in an academic subject that is one of the most segregated disciplines nationwide, in terms of both race and gender. With no statewide policies to support computing instruction, Oregon's legacy of computer science education has been marked by both low participation and by rates of underrepresented students falling well-below the already dismal national rates. The study outlined in this paper focuses on how teacher education can support educators in developing knowledge and agency, and impacting policies and practices that broaden participation in computing. In particular, this research seeks to understand two questions. First, how do teachers experience equity-focused professional development in preparation for teaching an introductory course in computer science? Second, this study queries, how do teachers understand their own agency in influencing policies and practices that broaden participation in their specific schools and classrooms? To answer these questions, this inquiry employed a mixed method approach, drawing from surveys, observations, and interview data of two cohorts of teachers who participated in the Exploring Computer Science professional development program. To show the variety of school contexts and situate computer science education in local and place-based policies and practices, three teacher case studies are presented that illustrate how individual teachers, in diverse geographic and demographic settings, are building inclusive computer science opportunities in their schools. The findings reveal that centering equity-focused teacher professional development supports teachers in formulating the confidence, knowledge and skills that lead to inclusive computer science instruction, computer science content, and equity-centered pedagogy. The findings also highlight how school reform in computer science requires not only technical and pedagogical supports and structures, but also a systemic rethinking and reworking of normative and political forces that are part of the fabric of schools. Based on these findings of teacher knowledge and agency, the paper concludes with a presentation of particular statewide policies and practices that are generative in broadening belief systems and expanding political capacity of computer science education to reach all students.

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“…Across the country, it is well documented that minority students have less access to rigorous traditional math and science classes (US DOE Office of Civil Rights, 2014) and specialized electives in areas of computing and engineering (Google Inc. & Gallup Inc., 2016). Second, there is little time in the present school day to add new subjects, and pre-and in-service teachers are underprepared to teach in these areas (Goode, Margolis, & Chapman, 2014;Menekse, 2015), and these issues are more pronounced in communities with majority nondominant populations. Third, technology-and engineering-related subjects often require learning supports, materials, time, and orientations that are not compatible with traditional school-based learning models (Collins & Halverson, 2018).…”

Section: Addressing Persistent Inequities In Computing and Engineerinmentioning

confidence: 99%

Freedom of Movement: Defining, Researching, and Designing the Components of a Healthy Learning Ecosystem

Pinkard¹

2019

Human Development

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Advances in technology and the rise of interconnected devices have ushered in new ways of accessing, communicating, and showcasing that have the potential to help us reimagine education as a networked ecosystem, supporting learners and information to move freely across connected nodes including and beyond school. In this paper, I explore the idea of recognizing and designing for a healthy learning ecosystem that supports freedom of movement, supporting crossing physical boundaries of location, domain-specific boundaries of different topical areas, and conceptual boundaries of value and goodness of fit. The paper begins with a look of my own childhood, serving as both an example and metaphor for the idea of freedom of movement. I then share three design-based implementation initiatives from the Digital Youth Network to support freedom of movement. I close with a suggested framework for defining a healthy learning ecosystem, one that utilized existing infrastructure and sociotechnical systems to leverage movement within communities towards the goal of optimizing youth development.

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Curriculum is not enough

Cited by 149 publications

References 8 publications

Early Lessons from Evaluation of Computer Science Teacher Professional Development in Google’s CS4HS Program

Early Lessons from Evaluation of Computer Science Teacher Professional Development in Google’s CS4HS Program

Computer Science for Equity: Teacher Education, Agency, and Statewide Reform

Freedom of Movement: Defining, Researching, and Designing the Components of a Healthy Learning Ecosystem

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