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This content will become publicly available on September 16, 2025

Title: Coaching Teachers to Teach Computer Science with Equity-focused Teacher Standards
Problem. Currently, state- and district-level policies in the United States call for teachers to be qualified to teach computing in K-12 classrooms. Recognizing that equity-focused practices are key to reaching all students in computing and leveraging a researcher-practitioner partnership (RPP), we piloted an intervention designed to provide one-on-one coaching to teachers. Research Question. Our research questions for this project were: 1) What impact does CS coaching have on teacher capacity to implement equitable teaching practices? and 2) What, if any, changes to teacher practice are sustained during and after the CS coaching process? Methodology. Our mixed-methods study leveraged three primary forms of data from teachers who were coached (coachees) and teachers providing coaching (coaches). These included pre- and post-surveys, coaching logs, and self-reflection checklists. Findings. Participants reported use of high-impact instructional design and classroom practices increased significantly from pre- to post-intervention. Their abilities to discuss topics of identity and plan activities that use evidence-based, CS-specific teaching strategies saw the most dramatic increase from pre- to post-intervention. Implications. Coaching may be an impactful way to develop teacher’s use of equitable teaching practices.  more » « less
Award ID(s):
2410022
PAR ID:
10565952
Author(s) / Creator(s):
; ; ; ;
Publisher / Repository:
ACM
Date Published:
ISBN:
9798400710056
Page Range / eLocation ID:
1 to 10
Subject(s) / Keyword(s):
mentor coach computer science teacher identity
Format(s):
Medium: X
Location:
Munich Germany
Sponsoring Org:
National Science Foundation
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