Report
Computational Literacy across Secondary Settings (CLASS) Program: A Teacher Quality Partnership (TQP) Grant Evaluation. Final Implementation and Outcomes Report
| Τίτλος: | Computational Literacy across Secondary Settings (CLASS) Program: A Teacher Quality Partnership (TQP) Grant Evaluation. Final Implementation and Outcomes Report |
|---|---|
| Γλώσσα: | English |
| Συγγραφείς: | Ela Joshi, Douglas Gagnon, Erin Smith, SRI Education, California State University |
| Πηγή: | SRI Education, a Division of SRI International. 2024. |
| Διαθεσιμότητα: | SRI International. 333 Ravenswood Avenue, Menlo Park, CA 94025. Tel: 650-859-2000; e-mail: customer.service@sri.com; Web site: https://www.sri.com/ |
| Peer Reviewed: | N |
| Page Count: | 118 |
| Ημερομηνία έκδοσης: | 2024 |
| Sponsoring Agency: | Office of Elementary and Secondary Education (OESE) (ED) |
| Contract Number: | U336S190030 |
| Τύπος εγγράφου: | Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education Secondary Education |
| Descriptors: | Teacher Effectiveness, Faculty Development, Partnerships in Education, Thinking Skills, Teaching Methods, Program Evaluation, Computer Science Education, Computer Literacy, State Universities, Grants, Secondary School Students, Teacher Recruitment, Rural Schools, Teacher Persistence, Teacher Qualifications, Teacher Shortage, Program Implementation, Active Learning, Inquiry, Outcomes of Education, Secondary School Teachers, Correlation, Self Efficacy, Career Choice, Student Attitudes, Mentors, Teacher Attitudes, Preservice Teachers, Teacher Education Programs, Measures (Individuals) |
| Γεωγραφικοί όροι: | California |
| Περίληψη: | In 2019, California State University (CSU), Chico was awarded a five-year Teaching Quality Partnership (TQP) grant to implement the Computational Literacy Across Secondary Settings (CLASS) program. The goal of this program was to recruit, prepare, and retain highly qualified individuals into the teaching profession, with a focus on high-need rural areas. A major focus of the program was the implementation of Argument Driven Inquiry (ADI) and integration of computation thinking (CT) into teacher instruction. This final report presents highlights and key insights from data collection activities that occurred throughout the program. To evaluate the CLASS program, SRI researchers analyzed program outcomes, including teacher and student outcomes. SRI used a correlational study design to estimate the relationship between students' assignment to CLASS pairs and students' CT skills, confidence in CT practices, and interest in future careers in a computer science field. To understand students' relationship with CT, SRI administered a student CT instrument to collect baseline and outcome data. SRI also collected annual data on program implementation and program participants' experiences from 2020-21 through 2023-24, focusing on the use of ADI and CT practices. Data collection included a mentor survey, monthly questionnaires for teachers, and interviews with program participants and support staff. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Αριθμός Καταχώρησης: | ED672681 |
| Βάση Δεδομένων: | ERIC |
| Η περιγραφή δεν είναι διαθέσιμη |