Increasing Capacity for Computer Science Education in Rural Areas through a Large-Scale Collective Impact Model

Several experiences with peer review in computer science education have been reported in the literature. What is needed to turn it into a continued, regular educational approach? We try to answer that question beginning by presenting the skills required by computer science international curricula, as well as the skills exercised in peer review, an approach that can match those requirements. The practice of peer review in computer science education is reported, revealing very positive results, but with little sign of institutionalization and long-term application. The learning outcomes, the software available, the types of student work reviewed, and the different approaches are detailed. The issues of a methodological approach for continued, regular, large scale application are discussed.

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Competency Mining in Large Data Sets - Preparing Large Scale Investigations in Computer Science Education

Proceedings of the International Conference on Knowledge Discovery and Information Retrieval ◽

10.5220/0005129203150322 ◽

2014 ◽

Cited By ~ 2

Author(s):

Peter Hubwieser ◽

Andreas Mühling

Keyword(s):

Science Education ◽

Computer Science ◽

Large Scale ◽

Computer Science Education ◽

Large Data ◽

Large Data Sets ◽

Data Sets

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Preparing School Leaders to Advance Equity in Computer Science Education

Journal of Computer Science Integration ◽

10.26716/jcsi.2021.10.8.33 ◽

2021 ◽

Author(s):

Julie Flapan ◽

Jean J. Ryoo ◽

Roxana Hadad ◽

Joel Knudson

Keyword(s):

Professional Development ◽

Science Education ◽

Computer Science ◽

Leadership Practices ◽

Large Scale ◽

Computer Science Education ◽

School Leaders ◽

Research Question ◽

Implementation Challenges ◽

Science Professional Development

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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