Do we have the capacity? The policy imperative for equity‐focused K‐12 computer science education

IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in Science Teaching Pub Date : 2024-08-24 DOI:10.1002/tea.21978
Stefanie L. Marshall, Ain A. Grooms, Joshua Childs
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Abstract

Access to computer science education (CSEd) has greatly expanded in recent years. Starting with the Computer Science for All Initiative, launched in 2016 under President Obama, CSEd has expanded across the U.S. with over half of high schools offering at least one computer science course. Although there has been growth in computer science course offerings, disparities exist when it comes to ‘who’ enrolls in CSEd courses, and ‘where’ those courses are being offered. These disparities highlight that while funding and support for CSEd has increased, little is known about the capacity of states to operationalize (and implement) policies to achieve equitable CSEd. Furthermore, how recent changes at the federal and state level(s) are directly impacting minoritized populations' access, participation, and engagement in CSEd. This commentary focuses on the state‐level capacity to implement equity‐focused CSEd policies that can lead to improvements in student opportunities and outcomes. We argue that state CSEd leaders engage at the intersection of four areas: (1) growing state investment in CSEd, (2) increasingly polarizing political environments, (3) securing human and fiscal resources to implement CSEd policy with fidelity, and (4) supporting Culturally Responsive Computing that sustains equitable teaching and learning practices in schools and classrooms. This commentary also serves as a Call to Action for STEM education researchers to listen closely and carefully to the communities served by CSEd research, including students, families, and educators.
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我们有能力吗?注重公平的 K-12 计算机科学教育政策的必要性
近年来,接受计算机科学教育(CSEd)的机会大大增加。从 2016 年奥巴马总统发起的 "全民计算机科学计划 "开始,计算机科学教育已在全美推广,超过一半的高中至少开设了一门计算机科学课程。尽管计算机科学课程的开设有所增长,但在 "谁 "注册 CSEd 课程以及这些课程的 "开设地点 "方面却存在差异。这些差异凸显出,虽然对 CSEd 的资助和支持有所增加,但人们对各州实施(和执行)政策以实现公平 CSEd 的能力知之甚少。此外,联邦和州一级最近的变化如何直接影响到少数群体对 CSEd 的获取、参与和投入。本评论的重点是州一级实施以公平为重点的 CSEd 政策的能力,这些政策可以改善学生的机会和成果。我们认为,州 CSEd 领导者应参与以下四个领域的交叉点:(1)增加州对 CSEd 的投资;(2)日益两极分化的政治环境;(3)确保人力和财政资源,以忠实执行 CSEd 政策;(4)支持文化响应式计算,以维持学校和课堂中的公平教学实践。这篇评论也是对 STEM 教育研究人员的行动呼吁,呼吁他们仔细聆听 CSEd 研究服务的社区(包括学生、家庭和教育工作者)的声音。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Research in Science Teaching
Journal of Research in Science Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.80
自引率
19.60%
发文量
96
期刊介绍: Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.
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