scholarly journals Policy window in a pandemic: How a computer science RPP fostered equity in credit recovery

2021 ◽  
Author(s):  
Mark Johnson ◽  
◽  
John Wachen ◽  
Steven McGee ◽  
◽  
...  
Keyword(s):  
Public Schools ◽  
Computer Science ◽  
Policy Process ◽  
Credit Recovery ◽  
Chicago Public Schools ◽  
Research Practice ◽  
Multiple Streams ◽  
Policy Window ◽  
Multiple Streams Approach ◽  
Continued Use

The Chicago Alliance for Equity in Computer Science is a research-practice partnership that is working to broaden the participation of Chicago Public Schools’ students in computer science. For this study, we applied the multiple streams approach from theories of the policy process (Kingdon, 1995; Zahariadis, 2014) to explain how the COVID-19 pandemic helped open a policy window for the continued use of synchronous online instruction during the implementation of an equity-centered computer science credit recovery option in Chicago.

Coaching Teachers of Exploring Computer Science: A Report on Four Years of Implementation

2021 ◽  
Author(s):  
John Wachen ◽  
◽  
Steven McGee ◽  
Don Yanek ◽  
Valerie Curry ◽  
...  
Keyword(s):  
Public Schools ◽  
Computer Science ◽  
Survey Data ◽  
Descriptive Analysis ◽  
Chicago Public Schools ◽  
Coaching Model ◽  
School Year ◽  
Technical Report ◽  
Over Time

In this technical report, we examine the implementation of a coaching model for teachers of the Exploring Computer Science course in Chicago Public Schools over a period of four academic years (from 2016-2017 to 2019-2020). We first provide a description of the coaching model and how it evolved over time. Next, we present findings from a descriptive analysis of data collected through logs of coaching interactions and surveys of ECS teacher coaches during the 2019-2020 school year. Coaching logs and survey data were also collected during the 2018-2019 school year and, where appropriate, we compare results across years. We then discuss the products that were produced by the coaching team to support the implementation of the model. Finally, we provide an overview of next steps for the coaching team in the 2020-2021 school year and beyond.

The duty of candour and the NHS agenda

2020 ◽  
Vol 25 (2) ◽  
pp. 107-116
Author(s):  
Martin Powell
Keyword(s):  
Design Methodology ◽  
Political Connections ◽  
Multiple Streams ◽  
Conceptual Approach ◽  
Content Type ◽  
Policy Window ◽  
Multiple Streams Approach ◽  
Latent Content ◽  
Focusing Event

PurposeThe purpose of the study is to explore how the duty of candour got onto the agenda of the British National Health Service.Design/methodology/approachThe conceptual approach is based on multiple streams approach, with the methodology being interpretive content analysis, which uses a deductive approach that focuses on both manifest and latent content.FindingsThe duty of candour got onto the NHS agenda as a result of the Mid Staffordshire inquiry report and the long-term “interest group” campaign associated with Robbie's Law. It is argued that the “focusing event” of the Mid Staffordshire Inquiry Report opened the “policy window”. It also highlights the importance of “policy entrepreneur” Sir Robert Francis whose “claim to a hearing”, “political connections” and “persistence” was vital.Research limitations/implicationsAnalysis was confined to published documents.Originality/valueIt highlights some of the factors that suggested why the duty of candour got onto the NHS agenda when it did.

scholarly journals The Impact of the Exploring Computer Science Instructional Model in Chicago Public Schools

2016 ◽  
Vol 18 (2) ◽  
pp. 10-17 ◽  
Author(s):  
Lucia Dettori ◽  
Ronald I. Greenberg ◽  
Steven McGee ◽  
Dale Reed
Keyword(s):  
Public Schools ◽  
Computer Science ◽  
Chicago Public Schools ◽  
Instructional Model ◽  
The Impact

scholarly journals Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice

2021 ◽  
Author(s):  
Erin Henrick ◽  
◽  
Steven McGee ◽  
Lucia Dettori ◽  
Troy Williams ◽  
...  
Keyword(s):  
Public Schools ◽  
Problem Solving ◽  
Computer Science ◽  
Chicago Public Schools ◽  
University Of Illinois ◽  
Introductory Computer Science ◽  
Collaborative Processes ◽  
Student Failure ◽  
Research Findings ◽  
Research And Design

This study examines the collaborative processes the Chicago Alliance for Equity in Computer Science (CAFÉCS) uses to conduct and use research. The CAFÉCS RPP is a partnership between Chicago Public Schools (CPS), Loyola University Chicago, The Learning Partnership, DePaul University, and University of Illinois at Chicago. Data used in this analysis comes from three years of evaluation data, and includes an analysis of team documents, meeting observations, and interviews with 25 members of the CAFÉCS RPP team. The analysis examines how three problems are being investigated by the partnership: 1) student failure rate in an introductory computer science course, 2) teachers’ limited use of discussion techniques in an introductory computer science class, and 3) computer science teacher retention. Results from the analysis indicate that the RPP engages in a formalized problem-solving cycle. The problem-solving cycle includes the following steps: First, the Office of Computer Science (OCS) identifies a problem. Next, the CAFÉCS team brainstorms and prioritizes hypotheses to test. Next, data analysis clarifies the problem and the research findings are shared and interpreted by the entire team. Finally, the findings are used to inform OCS improvement strategies and next steps for the CAFÉCS research agenda. There are slight variations in the problem-solving cycle, depending on the stage of understanding of the problem, which has implications for the mode of research (e.g hypothesis testing, research and design, continuous improvement, or evaluation).

A Multiple Streams Analysis of Recent Changes to State-Level Dyslexia Education Law

2018 ◽  
Vol 34 (7) ◽  
pp. 1036-1068
Author(s):  
Brian Gearin ◽  
Jessica Turtura ◽  
Edward J. Kame’enui ◽  
Nancy J. Nelson ◽  
Hank Fien
Keyword(s):  
Explicit Instruction ◽  
State Level ◽  
Long Term Effects ◽  
Multiple Streams ◽  
Short Term ◽  
School Practice ◽  
Policy Window ◽  
Multiple Streams Approach ◽  
And Training

This article provides an overview of recent changes to state-level dyslexia legislation. It begins by applying a variant of Kingdon’s multiple streams approach to explain how the dyslexia education “policy window” came to be opened. The article then describes the most likely effects and side effects of the new laws. Likely short-term effects include (a) a greater focus in schools on dyslexia screening and intervention, (b) greater use of multitiered systems of support and explicit instruction, and (c) changes in teacher preparation and training. Possible long-term effects include a reconceptualization of what constitutes “normal” school practice.

scholarly journals Fostering Sustainability Transitions by Designing for the Convergence of Policy Windows and Transition Arenas

2018 ◽  
Vol 10 (9) ◽  
pp. 2975 ◽  
Author(s):  
John Harlow ◽  
Erik Johnston ◽  
Eric Hekler ◽  
Zoë Yeh
Keyword(s):  
Sales Tax ◽  
Boundary Object ◽  
Transition Management ◽  
Multiple Streams ◽  
Incremental Change ◽  
Policy Window ◽  
Multiple Streams Approach ◽  
Transformative Potential ◽  
Policy Windows ◽  
Transportation Plan

Transition arenas that do not converge with policy windows to achieve structural or institutional change often fail to achieve their stated transformative goals. For their part, policy windows often lead to only incremental change. On their own, transition management and the multiple streams approach seem inadequate to the challenges facing cities. However, in combination, they can be transformative, as exemplified by the Citizens Committee for the Future of Phoenix Transportation. In 2015, this committee in Phoenix, AZ passed a ~USD 31.5 billion 2050 transportation plan funded by a sales tax increase from 0.4% to 0.7%. This plan’s development realized a policy window in a transition arena through an instrumental boundary object workshop with innovative facilitation. This article sets out to explore, based on this in-depth, applied transition arena process, how to combine transition management and the multiple streams approach to increase the transformative potential of transition arenas. The multiple streams approach and transition management have rarely been used simultaneously or had their integration planned. However, this case from Phoenix, AZ illustrates the potential for boundary objects and facilitation processes in designing for the convergence of policy windows and transition arenas.

The Magic of Theater: Photographing a Performative Academic Career

2020 ◽  
Vol 21 (1) ◽  
pp. 41-55
Author(s):  
Charles Vanover
Keyword(s):  
Public Schools ◽  
Academic Career ◽  
Theoretical Work ◽  
Chicago Public Schools ◽  
Research Practice ◽  
Arts Based Research

I discuss my efforts as a “good enough” photographer and describe the role photographs play communicating important moments from a series of ethnodramas I built about the Chicago Public Schools. I discuss my early efforts to use photography to legitimize my arts-based research practice, describe how my goals changed, and explain how I created images to communicate the energy of live theater. Building on Eisner’s theoretical work, I discuss three tensions of my photographic practice: intention versus improvisation, action versus artifice, and safety versus possibility. These tensions emphasize my limits as a photographer and the possibilities of arts-based research.

Using Rasch analysis for determining the cut score of a computer science placement exam

2021 ◽  
Author(s):  
Steven McGee ◽  
◽  
Everett Smith ◽  
Andrew Rasmussen ◽  
Jeremy Gubman ◽  
...  
Keyword(s):  
Public Schools ◽  
Computer Science ◽  
Development Program ◽  
Chicago Public Schools ◽  
Graduation Requirement ◽  
Introductory Computer Science ◽  
Cut Score ◽  
School Graduation ◽  
Placement Exam ◽  
Advanced Computer

A key strategy for broadening computer science participation in the Chicago Public Schools has been the enactment of a yearlong computer science course as a high school graduation requirement. The Exploring Computer Science (ECS) curriculum and professional development program serves as a core foundation for supporting policy enactment. However, students with prior background in computer science might find the course repetitive. This paper reports on district efforts to develop a placement exam for students to take an advanced computer science course in lieu of the introductory computer science course. The placement exam tasks were modeled after the ECS exam tasks but with higher difficulty. We used Rasch modeling to equate the placement exam tasks to the ECS exams and to establish a cut score for passing the placement exam.

Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago

2021 ◽  
Author(s):  
Phillip Boda ◽  
◽  
Steven McGee ◽  
Keyword(s):  
Professional Development ◽  
High School Students ◽  
Public Schools ◽  
Computer Science ◽  
Science Teachers ◽  
Development Program ◽  
Chicago Public Schools ◽  
College Level ◽  
Schools Of Education ◽  
School Students

As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.

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