Published in Technology and Engineering Education - Vol 2, #3.
As a growing body of research points towards the centrality of computer science (CS) to a well-rounded education, systems nationwide are working to make CS an integrated component of curricula articulated across K-12. In New Jersey, this is seen with the ratification of the latest student learning standards, which mandate that all students in the state receive some CS education. This has posed a challenge to the educational community: preparing both educational systems and individual educators to meet the expectations of CS student learning in elementary and middle schools. Herein, we share the process of planning and implementing a workshop to address both the content and pedagogical knowledge of elementary educators to deliver the new standards. We discuss considerations taken during the planning phase, including selecting a format to best support educators in an out-of-school professional learning opportunity as well as developing an agenda that enables educators to quickly mobilize learned concepts.
You may view this publication online online here.
Conference paper presented at 17th annual International Conference of Education, Research and Innovation (ICERI).
Although the importance of computer science education (CSE) in K-12 is well-known, the most effective and efficient ways to incorporate computer science into the fabric of schools are still being explored. One element that we know is central to the provision of high-quality, articulated, and cohesive district-wide CSE pathways is the support and buy-in of school and district leaders. This paper provides an in-depth analysis of a virtual Computer Science District Leadership Summit, focusing on its design, implementation, and efficacy. The central objective of the summit was to engage school and district leaders in the advancement of K-12 Computer Science Education (CSE), with a specific emphasis on promoting inclusive CSE practices and developing strategies to navigate educational disruptions through targeted leadership engagement and collaborative learning best practices. To optimize virtual participation, the summit leveraged Zoom for interactive sessions and strategically organized breakout rooms tailored to district size and CSE development stage. It featured keynote presentations, exemplar district case studies, and structured networking opportunities. The summit's overarching goals were to furnish leaders with current information on CSE policies, facilitate engagement and reflection on CSE efforts during a period of disruption, share actionable resources, and leverage learning standards. Structured networking sessions were designed to catalyze collaboration among leaders from diverse educational settings, fostering organic discussions to enhance shared learning and community building. Post-event assessments, derived from participant surveys and follow-up interviews, underscored the value of peer-to-peer learning and model practices shared by districts. Drawing from these insights, this paper explores implications for future CSE leadership summits and similar supports, accentuating participant agency, hybrid event models, collaborative learning, and practical implementation strategies as pivotal components for driving enduring educational change. By leveraging collaborative learning and associated platforms, such endeavors can effectively support educational leaders amidst shifting educational priorities, ensuring a more inclusive and resilient approach to CSE and its ongoing enhancement.
You may view this publication online online here and download a complementary copy of the paper here.
Created as part of the Research Brief Series from the Center for Effective School Practices.
Districts often spend a sizeable amount of resources on programs for students that require additional supports due to learning difficulties or disabilities. However, in recent years, the literature has begun to emphasize the benefits of identifying “gifted” students and providing them with tailored learning opportunities. While there is no widely accepted definition for giftedness, many schools across the country are considering how they can implement such programs in their own districts. This brief explores current best-practices in determining students' eligibility for gifted programs and offers a discussion of current issues such as the limitations of the current system and issues of underrepresentation.
You may download a complimentary copy of this publication here.
The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines social-emotional learning (SEL) as “the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions." CASEL further describes SEL by breaking it down into five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. These skills benefit students in school and beyond by improving learning outcomes and developing adults who are better equipped to enter the workforce and engage in meaningful personal and professional relationships.
This brief highlights best-practices that have been identified through educational research as key contributors to success.
You may download this publication here.
Response to Intervention (RTI) is a three-tiered model used to evaluate students’ learning needs, identify those that require academic and behavioral supports beyond core instruction, and determine eligibility for special education services. Originally developed for early literacy programs in elementary schools, RTI is now also used to evaluate students’ reading, math, and behavioral needs across all grade levels. Within an effective RTI model, schools utilize evidence-based programs aligned with state learning standards and all educators receive ongoing professional development. Universal screening measures along with ongoing assessments are used to establish academic and behavioral baselines as well as progress-tracking data. This process equips educators with the information needed to accurately identify learners that could benefit from additional support and coordinate differentiated instruction based on students’ specific learning needs. .
Published by the RPP for CS Organization, funded by CSforAll, as part of the RPP Spotlight Series.
The problem of practice that inspired the grant (funded in 2018) was the persistent underrepresentation and disparities in participation and performance of students from traditionally underrepresented populations in computer science education. While the project team continued hard work to better understand all facets of this issue and the central project goal remained the same, the work in 2020 shifted more towards engaging all students in remote computer science education as a response to the pandemic. The project operated on the idea that supporting the capacity of teachers through professional learning including participation in a research practice partnership (RPP) would enable them to better meet the needs of their diverse student bodies and ultimately address issues of equity, access, and rigor in computer science education.
Additionally, the project team understood that in order to enact consistent and sustainable change, school and district administrators must be at the table with teachers in order to understand and support the teachers and also to think about potential supports beyond an individual classroom.
A relatively new practice in education, Response to Intervention (RTI) is a means to evaluate students’ educational and behavioral needs, identify students needing supports beyond core instruction, and determine students’ eligibility for special education services. It operates in a tiered framework as a system of supports that aims to promote early identification, monitor student progress, and provide supplemental supports and services necessary for all students to succeed in school.
Experience report presented at The Annual Conference on Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) 2021.
This paper details our experience in planning and implementing our annual Summer Institute that provides educators with professional learning and strategic planning surrounding issues of equity and rigor in computer science education. We explore the ways our Institute was modified to a virtual experience and key takeaways that are relevant and replicable to the research and practitioner communities.
You may view this publication online here.
Whitepaper published through the 100k in 10 Grand Challenges Initiative.
This whitepaper explores the results of a national survey of school teachers and administrators in relation to providing and receiving professional learning in rural school districts. Ideas are explored along the axes of decision-making in professional learning, the job-embedded nature of professional learning, quality, and school culture.
Presented at SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education.
This presentation highlights strategies for improving recruitment and engagement of under-represented students into high school computer science classes. Operating within the collaborative structure of a researcher-practitioner partnership, the CS diversity, equity, and inclusion strategies were conceived by members of the Rutgers Computer Science Teaching & Learning Collaboratory (CS-TLC), an NSF-funded RPP specifically established to build the capacity of schools to provide rigorous, inclusive CS education. Through an audit and reflection on current practice coupled with a synthesis of major findings from the education literature, CS-TLC formulated a three-pronged strategy to address equitable student recruitment - (i) tailoring communication and outreach activities, (ii) revisiting and updating relevant institutional practices or policies that directly or indirectly impact recruitment and engagement, and (iii) enhancing existing instructional practices. The presentation will preview each of these approaches, share preliminary qualitative evidence regarding their efficacy, and highlight the benefits of working within an RPP to conduct such work.
You can the publication online here, or download a copy of the poster here.
