It takes a village: supporting inquiry- and equity-oriented computer science pedagogy through a professional learning community

@article{Ryoo2015ItTA,
  title={It takes a village: supporting inquiry- and equity-oriented computer science pedagogy through a professional learning community},
  author={Jean J. Ryoo and J. Goode and Jane Margolis},
  journal={Computer Science Education},
  year={2015},
  volume={25},
  pages={351 - 370}
}
This article describes the importance that high school computer science teachers place on a teachers’ professional learning community designed around an inquiry- and equity-oriented approach for broadening participation in computing. Using grounded theory to analyze four years of teacher surveys and interviews from the Exploring Computer Science (ECS) program in the Los Angeles Unified School District, this article describes how participating in professional development activities purposefully… Expand
Online Professional Development for High School Computer Science Teachers: Features That Support an Equity-Based Professional Learning Community
TLDR
Findings from an online PD program modified from the existing in-person exploring computer science PD program are shared, indicating that this model of online PD, heavily based on shared experience among participants, can increase CS teachers’ confidence in adapting and delivering lessons designed to be engaging and accessible to all students. Expand
Online Professional Development for High School Teachers: Building the Capacity of a National Cadre of Teachers to Broaden Participation in Computing
A grand challenge of the computer science (CS) for all education movement is the preparation of thousands of teachers with high-quality, accessible professional development (PD) that has evidence ofExpand
Seeing Myself through Someone Else's Eyes
TLDR
The importance of having in-classroom coaches who can collaborate and reflect with teachers about current practices and who can help support new inquiry and equity-based instructional skills is illustrated. Expand
This is What Diversity Looks Like: Making CS Curriculum Culturally Relevant for Spanish-speaking Communities
TLDR
The intended audience for this panel consists of practitioners and creators of curriculum looking for creative strategies to engage students from diverse cultural backgrounds in computing using their native language. Expand
Promoting and Supporting Computer Science Among Middle School Girls of Color: Initial Findings from BRIGHT-CS
TLDR
The qualitative results show a more nuanced picture of the value of a learning ecosystem, as students went from naïve confidence to authentic self-efficacy in CS after four months of program implementation. Expand
Leveraging local resources and contexts for inclusive computer science classrooms: Reflections from experienced high school teachers implementing electronic textiles
TLDR
This work analyzes the self-reported teaching practices that experienced teachers developed in their implementation of a constructionist electronic textiles unit in Exploring Computer Science to understand the challenges faced in facilitating an open-ended unit and the pedagogical strategies enacted to address those challenges. Expand
Classroom-Based Research Projects for Computing Teachers
TLDR
Results of the analysis demonstrate that the approach can foster “growth networks”—the construct used within IMTPG to indicate teacher change which is likely to be sustained and fundamental to teachers’ understanding. Expand
Understanding professional learning for Computing teachers from the perspective of situated learning
TLDR
It is described here how Computing At School draws on situated learning theory to contribute to the development of Computing in the curriculum, evidencing both the journey and lessons learned. Expand
“Learning Our Way Through”: Critical Professional Development for Social Justice in Teacher Education
ABSTRACT While research indicates that critical professional development (CPD) can function as an alternative to dominant forms of top-down, anti-dialogical professional learning in K-12 settings,Expand
Minoritized Students' Engagement, Identity, and Agency in Computer Science: Listening to the Students Themselves
TLDR
This panel focuses on the voices of computer science (CS) high school students who come from communities historically underrepresented in CS, and explores what it takes for youth to acquire a sense of "rightful presence" in a field dominated by people who do not look like them or come from their communities. Expand
...
1
2
3
4
5
...

References

SHOWING 1-10 OF 40 REFERENCES
Curriculum is not enough: the educational theory and research foundation of the exploring computer science professional development model
TLDR
This paper presents the Exploring Computer Science (ECS) professional development model and the research on which it is based, and presents findings about the impact of ECS professional development on teachers' practice. Expand
Teacher Collaboration across and within Schools: Supporting Individual Change in Elementary Science Teaching
The purpose of this study was to develop an understanding of how collabora- tion among teachers from several schools, and with university researchers, facilitated these el- ementary teachers as theyExpand
Professional Learning Communities: A Review of the Literature
International evidence suggests that educational reform’s progress depends on teachers’ individual and collective capacity and its link with school-wide capacity for promoting pupils’ learning.Expand
Professional Communities and the Work of High School Teaching
American high schools have never been under more pressure to reform: student populations are more diverse than ever, resources are limited, and teachers are expected to teach to high standards forExpand
Building school capacity through professional development: conceptual and empirical considerations
Situates current research on professional development within an organizational perspective. Offers a framework for the study of professional development, and proposes that key factors that affectExpand
Teacher Learning in Mathematics: Using Student Work to Promote Collective Inquiry
The study describes teachers' collective work in which they developed deeper understanding of their own students' mathematical thinking. Teachers at one school met in monthly workgroups throughoutExpand
Designing Professional Development for Teachers of Science and Mathematics
Foreword by Dennis Sparks Acknowledgments About the Authors Introduction What Has Happened Since the First and Second Editions The Enduring Challenges of Professional Development Carrying on SusanExpand
Learning science in informal environments : people, places, and pursuits
Informal science is a burgeoning field that operates across a broad range of venues and envisages learning outcomes for individuals, schools, families, and society. The evidence base that describesExpand
Communities of Practice: Connecting What We Know with What We Do
This article examines the community of practice model as a framework for integrating educational research and practice. This perspective extends current notions about collaborative inquiry and theExpand
Creating Usable Innovations in Systemic Reform: Scaling Up Technology-Embedded Project-Based Science in Urban Schools
This article describes work by a research group bringing a middle-school inquiry and technology science innovation to scale in a systemic urban school reform setting. We distinguish between scalingExpand
...
1
2
3
4
...