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Exploring Computer Science: A Case Study of School Reform

Exploring Computer Science: A Case Study of School Reform Exploring Computer Science: A Case Study of School Reform JOANNA GOODE, University of Oregon JANE MARGOLIS, University of California, Los Angeles This article will detail efforts to broaden participation in computing in urban schools through a comprehensive reform effort of curricular development, teacher professional development, and policy changes. Beginning with an account of the curricular development of Exploring Computer Science, we will describe the inquiry-based research that underlies these learning materials. Next, we argue that accompanying professional development that supports the curriculum is essential for supporting this inquiry-based approach to computer science instruction. We then explain the policy strategies used to designate this course as a college-preparatory elective and place it in 17 Los Angeles high schools. Finally, we share the initial results of how students experience this course and ongoing challenges encountered when working in the public school system. The article concludes with a discussion of how longitudinal reform effort requires a strong foundation and deep roots to successfully democratize computer science education. Categories and Subject Descriptors: K.3.2 [Computers and Education]: Computer and Information Science Education ”Computer science education; curriculum General Terms: Human Factors Additional Key Words and Phrases: Gender and ethnicity, exploring computer science, broadening the http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ACM Transactions on Computing Education (TOCE) Association for Computing Machinery

Exploring Computer Science: A Case Study of School Reform

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Publisher
Association for Computing Machinery
Copyright
Copyright © 2011 by ACM Inc.
ISSN
1946-6226
DOI
10.1145/1993069.1993076
Publisher site
See Article on Publisher Site

Abstract

Exploring Computer Science: A Case Study of School Reform JOANNA GOODE, University of Oregon JANE MARGOLIS, University of California, Los Angeles This article will detail efforts to broaden participation in computing in urban schools through a comprehensive reform effort of curricular development, teacher professional development, and policy changes. Beginning with an account of the curricular development of Exploring Computer Science, we will describe the inquiry-based research that underlies these learning materials. Next, we argue that accompanying professional development that supports the curriculum is essential for supporting this inquiry-based approach to computer science instruction. We then explain the policy strategies used to designate this course as a college-preparatory elective and place it in 17 Los Angeles high schools. Finally, we share the initial results of how students experience this course and ongoing challenges encountered when working in the public school system. The article concludes with a discussion of how longitudinal reform effort requires a strong foundation and deep roots to successfully democratize computer science education. Categories and Subject Descriptors: K.3.2 [Computers and Education]: Computer and Information Science Education ”Computer science education; curriculum General Terms: Human Factors Additional Key Words and Phrases: Gender and ethnicity, exploring computer science, broadening the

Journal

ACM Transactions on Computing Education (TOCE)Association for Computing Machinery

Published: Jul 1, 2011

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