Background and Context: Educators make consequential curricu- lar decisions, often with little support, particularly as it relates to equity and how to support all students.
Objective: This paper investigates the use of a rubric to support educators evaluating computer science curricula, especially with regards to equity.
Method: Seventeen in-service elementary teachers evaluated a computer science curriculum with and without the Teacher Accessibility, Equity, and Content (TEC) Rubric. We examine tea- chers’ responses to prompts and completed TEC Rubrics to under- stand if and how the rubric supported their evaluations.
Findings: The TEC Rubric helped teachers attend not only to curri- cular factors related to instructional design but also to issues of equity and accessibility and to identify opportunities to draw on the cultural resources of students and their communities. Implications: We contribute evidence supporting curricular evalua- tion instruments, specifically the TEC Rubric, and their use to direct teachers’ attention to attributes of equitable computing instruction.
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Making of epistemologically sophisticated physics teachers: A cross-sequential study of epistemological progression from preservice to in-service teachers
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In K-12 education, nearly all e"orts focused on expanding computer science education center on the induction of new computer science teachers, with very little attention given to support the ongoing needs of experienced computer science teachers. More seasoned teachers bene!t from deepening their content knowledge, peda gogical practices, and knowledge and capacity to provide equitable and inclusive learning experiences that results in students feeling a sense of belonging in computer science. This panel will discuss (a) the needs of experienced CS teachers from a variety of perspectives, including teacher education researchers, professional development leaders, and high school practitioners and teacher facilitator, and (b) collectively outline a research and practice agenda that focuses on supporting, retaining, and further developing experienced teachers through expanded professional development, leadership opportuni ties, and community for CS teachers.more » « less
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null (Ed.)This qualitative study examined how a maker-based education workshop affected 20 pre-service STEM teachers’ views of the lesson planning process. Design is used as both an epistemological link between making and teaching practices as well as an analytical lens through which lesson planning could be interpreted and understood. The findings of this study suggest that pre-service teachers who have been introduced to maker-based principles and practices are able to imagine a lesson planning process that is more student-centered and active than the kind which they normally utilize. While there was a contrast between the content of making-based and traditional lesson planning processes, the pre-service teachers’ designs of these processes were largely the same: linear, verbal, and only occasionally reflective or iterative. These characteristics match those of novice designers.more » « less
