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The goal of this qualitative research is to understand equitable teaching practices of computer science classrooms in the Chicago Public Schools through the video analysis specifically for the Latinx students. Data was collected through video recording from 10 different CPS classrooms. The videos were analyzed qualitative to determine the inquiry driven equitable practices. Though the equitable practices were identified based on the classroom video analysis, literature review on equitable practices and core ECS philosophy informed us to recognize and group the themes and their indicators of equity. This research plays a crucial role in terms of informing the current equitable teaching practices based on the videos in ECS classrooms in Chicago, also the research identifies a need to study further cultural references in terms of teaching computer science curriculum. This research has significance for designing professional development for marginalized population in computer science and possibly for other STEM areas.
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BOF: Grading for Equity in Computer Science Courses
The field of computer science has a problem of representation-many groups are not represented in our classroom at levels approaching their composition in society. Unfortunately, the representation issue is a larger societal issue and begins well before students enter our institutions. Though we acknowledge that building inclusive and equitable classroom environments cannot increase representation by itself, it can have an impact on retention and inclusion for members of marginalized communities. Current grading policies overemphasize the gaming aspect of points (e.g., goal is to maximize points) in ways that distract students from paying attention to learning. Alternatives to traditional grading, such as standards or competency-based grading, specifications-based grading, and ungrading, allow instructors to change the conversation and redirect the focus on learning. The goal of this Birds of a Feather is to foster the creation of a community of like-minded educators interested in exploring alternative grading methodologies in computer science. The goal is to make computing classrooms more accessible and equitable for all students.
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- Award ID(s):
- 2235644
- PAR ID:
- 10511013
- Publisher / Repository:
- ACM
- Date Published:
- ISBN:
- 9798400704246
- Page Range / eLocation ID:
- 1915 to 1915
- Format(s):
- Medium: X
- Location:
- Portland OR USA
- Sponsoring Org:
- National Science Foundation
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