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As computer science (CS) education becomes more prevalent in K-12 instruction, it is critical for educators, researchers, and curriculum developers to identify culturally responsive and pedagogically inclusive approaches that can increase participation, access, and feelings of belonging for students from historically marginalized communities. In response, we developed an equity-centered curricular framework and illustrative crosswalk that synchronizes three distinct pedagogical approaches: culturally responsive pedagogy (CRP), Universal Design for Learning (UDL), and project-based learning (PBL). We describe the framework’s theoretical underpinnings and explain how this framework informed the development of an integrated elementary science+CS curricular unit and provide examples of its implementation. Next, we describe the relationship between our framework, the integrated curricular unit, and educative materials designed to help teachers use the lessons and transform their practice. Finally, we highlight the framework’s potential for broader implementation in the quest to promote equitable CS instruction grounded in the experiences and perspectives of diverse student populations. The crosswalk is a graphical representation of the framework that communicates relationships amongst the elements in a digestible and practical way. This Equity-Centered Curricular Crosswalk addresses both lesson features and teacher practices, to underscore our belief that the responsibility of equity-based pedagogy should not be solely borne by teachers. As educators, researchers, and curriculum developers consider their interconnected roles and responsibilities in the enactment of CRP and UDL, the crosswalk provides an important link between equity-based instructional theories and the realities of classroom practices.
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Growing Knowledge about Using Culturally Responsive Pedagogy and Universal Design for Learning in Computer Science Education
Practitioners are introducing culturally responsive pedagogy (CRP) and Universal Design for Learning (UDL) into computer science (CS) education in increasing amounts. Researchers, however, may be missing a vital opportunity to accumulate knowledge about these important equity-focused practices. CRP and UDL are complex, and researchers are likely measuring them in incompatible ways. Our research-practice partnership (RPP), through a project called "Time4CSforALL," is tackling this challenge by using a component-based research approach with clearly specified language to study and communicate about CRP and UDL in elementary computer science education. This session will focus on effectively communicating and growing knowledge about CRP and UDL, particularly in today's cultural climate.
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- Award ID(s):
- 2031424
- PAR ID:
- 10558027
- Publisher / Repository:
- IEEE
- Date Published:
- ISBN:
- 979-8-3503-2832-5
- Page Range / eLocation ID:
- 11 to 13
- Subject(s) / Keyword(s):
- Universal Design for Learning, Culturally Responsive Pedagogy, computer science, problem-based learning
- Format(s):
- Medium: X
- Location:
- Atlanta, GA, USA
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1109/RESPECT60069.2023.00013
