FEBRUARY 28, 2019 - Horizon Research
Where Are We Now?Results from aNational Study ofComputer ScienceTeachers andTeachingFEBRUARY 28, 2019Eric R. BanilowerEvelyn M. Gordon
Session Overview About the 2018 NSSME Current Status of Computer Science InstructionThe Computer Science Teaching ForceProfessional Development Experiences
www.horizon-research.com/NSSMECurrent reports: Technical report Highlights report Compendium of TablesFollow us on Twitter:@NSSMEatHRI#NSSME
About the 2018 NSSME The 2018 NSSME is the sixth in a series ofsurveys dating back to 1977. It is the only survey specific to STEM education thatprovides nationally representative results. The 2018 NSSME includes a new focus oncomputer science education.
The 2018 NSSME , and this presentation,is based upon work supported by theNational Science Foundation under GrantNo. DGE-1642413. Any opinions, findings,and conclusions or recommendationsexpressed are those of the authors and donot necessarily reflect the views of theNational Science Foundation.
Topics AddressedSix different survey instruments Characteristics of the science/mathematics/computer science teaching force: demographicspreparation for teachingbeliefs about teaching and learningperceptions of preparedness Instructional practices Factors that shape teachers’ decisions aboutcontent and pedagogy Use of instructional materials Opportunities teachers have for professional growth
Who’s In the SampleTwo-stage random sample that targeted: 2,000 schools (public and private) Over 10,000 K–12 teachersVery good response rate: 1,273 schools participated 86 percent of program representatives 78 percent of sampled teachers
Endorsing Organizations American Association of ChemistryTeachers American Association of PhysicsTeachers American Federation of Teachers Association of Mathematics TeacherEducators American Society for EngineeringEducation Association of State Supervisors ofMathematics Association for Science TeacherEducation Council of State Science Supervisors Computer Science TeachersAssociation National Association of BiologyTeachers National Association of ElementarySchool Principals National Association of SecondarySchool Principals National Council of Supervisors ofMathematics National Council of Teachers ofMathematics National Earth Science TeachersAssociation National Education Association National Science EducationLeadership Association National Science TeachersAssociation
Endorsing Organizations American Association of ChemistryTeachers American Association of PhysicsTeachers American Federation of Teachers Association of Mathematics TeacherEducators American Society for EngineeringEducation Association of State Supervisors ofMathematics Association for Science TeacherEducation Council of State Science Supervisors Computer Science TeachersAssociation National Association of BiologyTeachers National Association of ElementarySchool Principals National Association of SecondarySchool Principals National Council of Supervisors ofMathematics National Council of Teachers ofMathematics National Earth Science TeachersAssociation National Education Association National Science EducationLeadership Association National Science TeachersAssociation
Interpreting ResultsAfter data collection, design weights werecomputed, adjusted for nonresponse, and appliedto the data.Why does this matter?The sampling and weighting processes mean thatthe results are national estimates of schools,teachers, and classes—not characteristics of therespondents.
Computer Science Instruction*Who has access to computer science instruction?Are students experiencing the kind of computerscience instruction we hope for?Why might instruction look the way it does?
Computer Science InstructionAbout what percentage of high schools offercomputer science courses?A. 25%B. 50%C. 75%D. 100%
Schools Offering Computer ScienceInstruction80Percent of Schools/Students706053443840Schools OfferingStudents with Access26 26200ElementaryMiddleHigh
Percent of SchoolsEquity Analysis: Schools OfferingComputer Science SchoolsSmallestSchoolsLow FRLSchoolsHigh FRLSchools
High Schools Offering ComputerScience and Technology CoursesPercent of High Schools10080604020047363521Computer technology Introductory courses Specialized/elective Courses that mightcourses that do notthat includequalify for collegecourses withinclude programmingprogrammingprogramming as acreditprerequisite
High Schools Offering AP ComputerScience CoursesPercent of High Schools10080796040200No CS AP Courses1614AP CS-AAP CS Principles9Both CS AP Courses
Percent of SchoolsEquity Analysis: High SchoolsOffering One or Both AP CS Courses100100808060604040332015028302080Low FRLSchoolsHigh FRLSchoolsSuburbanSchoolsUrbanSchoolsRuralSchools
Equity Analysis: High SchoolStudents Taking CS CoursesPercent of Students100Introductory CS courses thatinclude programming80Specialized/elective CS courseswith programming as aprerequisite60CS courses that might qualifyfor college credit40302725303023200Female StudentsHUS Students
CS in Science and MathematicsInstructionClasses that Incorporate Coding “At All”100Percent of ienceMathematics
Instructional ObjectivesIn the ideal, what percentage of high schoolcomputer science classes would have a heavyemphasis on students learning how to “do”computer science?A. 0-25%B. 26-50%C. 51-75%D. 76-100%
Objectives Receiving a HeavyEmphasisLearn how to do CS60Understand CS concepts55Develop student confidence52Increasing student interest50Learn about real-life applications39Learn vocabulary/program syntax33020406080Percent of HS CS Classes100
Instructional ActivitiesIn the ideal, how often should students beengaged in programming activities on acomputer?A. DailyB. Once or twice a weekC. Once or twice a monthD. A few times a year
Instructional Activities: WeeklyProgramming activities on computer97Teacher explains ideas84Explain and justify problem-solvingmethod63Compare and contrast problem-solvingmethods41Write reflections32Programming activities that do not usea computer21020406080Percent of HS CS Classes100
Engagement in Computer SciencePracticesThe 2018 NSSME included a series of itemsasking how often students were engaged inaspects of the computer science practices:1.2.3.4.5.6.7.Fostering an inclusive computing cultureCollaborating around computingRecognizing and defining computational problemsDeveloping and using abstractionsCreating computational artifactsTesting and refining computational artifactsCommunicating about computing
Engagement in Computer SciencePracticesStudents are often engaged in aspects ofcomputer science related to developingcomputational artifacts
Developing ComputationalArtifacts: WeeklyCreate computational artifacts75Write comments within code todocument purposes or features72Consider how a program can beseparated intomodules/procedures/objects62Identify and adapt existing code tosolve a new problem60020406080Percent of HS CS Classes100
Engagement in Computer SciencePracticesStudents are often engaged in aspects ofcomputer science related to developingcomputational artifactsStudents tend not to be engaged very often inaspects of computer science related tocommunicating with end-users or consideringdiverse needs
Considering End Users: WeeklyCreate instructions for an end-user30Create a computational artifactdesigned to be used by someone else22Get input on an artifact or designfrom people with differentperspectives21020406080Percent of HS CS Classes100
Instructional Materials Used(Weekly)Percent of ClassesTeacher-developed units or lessons64Units or lessons from websites that are free43Self-paced online courses or unitsUnits or lessons from other sources (e.g., conferences orcolleagues)32Commercially published textbooks (printed or online)2628Lessons or resources from websites that have a subscriptionfee or cost9State, county, district, or diocese-developed unit or lessons7
Factors Perceived as ProblemsPercent of HS CS Classes1008060402037342719140SchoolLack ofLack ofLack ofInsufficientrestrictions support to functioningreliablepoweron Internet maintaincomputing access to the sources forcontenttechnologydevicesInternetdevices
Computer Science Instruction:Our Take-AwaysOnly about half of high schools offer computer science; it is lesscommon in smaller schools, high-poverty schools, and ruralschoolsComputer science instruction is relatively rare at elementary andmiddle schoolsOn average, female students and students from race/ethnicitygroups historically underrepresented in STEM make up less thana third of students in high school computer science classesStudents work on creating computational artifacts often, but arenot asked to attend to end-users’ needs nearly as oftenTeachers are often using self-developed units and lessons, andpicking and choosing from other sources, raising questionsabout quality and coherence
Availability and Nature ofInstructionDiscussion:1. What questions do you have about these data?2. What do you see as the key findings?3. What do you see as the main implications?
The Computer Science TeachingForceThe 2018 NSSME collected data about: Demographics of teachers College degrees and coursework Path to certification Feelings of preparedness Beliefs about teaching and learning
Teaching Experience100%Percent of HS CS Teachers1580%3260%40% 20 years11-20 years236-10 years3-5 years0-2 years20%0%1910Any subject
Teaching Experience100%Percent of HS CS Teachers1531880%3216 20 years60%2840%2311-20 years6-10 years3-5 years0-2 years20%0%193510Any subjectComputer science
CertificationAbout what percentage of high school computerscience teachers are certified to teach computerscience?A. 25%B. 50%C. 75%D. 100%
Areas of CertificationPercent of HS CS csBusiness16109EngineeringScienceNot Certified
College DegreesAbout what percentage of high school computerscience teachers have a degree in computerscience, computer engineering, informationscience, or computer science education?A. 25%B. 50%C. 75%D. 100%
Degree in Computer Science/Related Field/CS EducationPercent of HS CS r Science, orInformation ScienceComputerScienceEducation
Degree in Computer Science/Related Field/CS EducationPercent of HS CS ter Science, orInformation ScienceComputerScienceEducationEither or Both
Computer Science Teacher eering,CS, InformationScience, or CSEducationBusiness200Education(non-CS)Other
CSTA/ISTE CS Teacher PreparationRecommendationsSimilar recommended content knowledge for CSeducators from CSTA and ISTECombined, they suggest teachers havecoursework in four content areas: Programming Algorithms Data structures Computer systems or networks
Coursework Related to CSTA/ISTECourse-Background StandardsPercent of HS CS Teachers13Courses in 0 areas46Courses in 1-2 areasCourses in 3-4 areas41
Perceptions of PreparednessThe 2018 NSSME included items about teachers’feelings of preparedness to: Teach core computer science ideas Use student-centered pedagogies, e.g.: Use formative assessmentDevelop student abilities to do computer scienceEncourage student interest in computer scienceDifferentiate instructionIncorporate students’ cultural backgrounds into instruction
Perceptions of Preparedness: VeryWell Prepared to Teach CS TopicsPercent of HS CS Teachers1008060474035312723200Algorithms and Impacts ofprogramming computingComputingsystemsData andanalysisNetworks andthe Internet
Perceptions of Preparedness: VeryWell Prepared to Use StudentCentered PedagogyPercent of HS CS restin CSDevelopstudents’abilitiesto do CS282116Use formative ProvideDifferentiate Incorporateassessment instructioninstructionstudents’that is basedculturalon students’backgroundsideas
Teacher BeliefsWhat percentage of high school computerscience teachers believe that students should beasked to justify their solutions?A. 25%B. 50%C. 75%D. 100%
Teacher BeliefsStudents should learn CS by doing CS97Teachers should ask students to justify theirsolutions92Most class periods, students should sharetheir thinking and reasoning91Students learn best when instruction isconnected to their everyday lives90Most class periods, students should apply CSideas to real-world contexts79Instruction should focus on ideas in depth,even if it means covering fewer topics58020406080Percent of HS CS Teachers100
Teacher BeliefsStudents should be provided withvocabulary and definitions atbeginning of instruction75Hands-on/manipulatives/programming activities should beused primarily as reinforcement71Students learn best in classes withstudents of similar abilities51020406080Percent of HS CS Teachers100
Computer Science Teachers:Our Take-AwaysSizeable proportion of the computer scienceteacher workforce is newer, or new to teachingcomputer science, and likely still honing theircraftMany have limited preparation to teach computerscienceTeachers’ beliefs about teaching and learningindicate only partial alignment with what is knownabout how students learn
Computer Science TeachersDiscussion:1. What questions do you have about these data?2. What do you see as the key findings?3. What do you see as the main implications?
Inservice SupportThe 2018 NSSME asked about: School/district-offered induction programs School/district-offered professional development(workshops, study groups/PLCs, coaching) Teacher PD experiences
Professional DevelopmentAbout what percentage of high school computerscience teachers have had any computer sciencerelated PD in the last three years?A. 25%B. 50%C. 75%D. 100%
Professional DevelopmentHours of PD in Last 3 Years183None 6 hours6-35 hours5436 hours25
Types of Professional Developmentin the Past Three YearsPercent of HS CS Teachers1008880604062593529200PD program/ Teacher study Online course/ CS ormalcoach/mentor
Characteristics of PDPercent of HS CSTeachers Attending PDEngage in activities to learn computer science content76Experience lessons as students62Work with those teaching the same subject/grade level51Examine classroom artifacts46Apply what they learn in classroom and come back todiscuss39Rehearse instructional practices31Work closely with other teachers in school26
Emphasis of PDGiven what you know, what areas do you think PDfor computer science teachers shouldemphasize?1. Implementing instructional materials2. Deepening computer science contentknowledge, including programming3. Deepening understanding of how computerscience is done4. Differentiating instruction5. Making instruction culturally relevant
Emphasis of PDTopics Receiving Heavy EmphasisDeepening CS content knowledge,including programming70Learning how to use programmingactivities that require a computer64Deepening understanding of how CS isdone63Implementing instructional materialsDifferentiating instructionIncorporating students’ culturalbackgrounds502925020406080100Percent of Teachers Who Attended PD
Inservice Support:Our Take-AwaysA relatively large proportion of HS CS Teachershave had substantial PD experiences in the lastthree years; still, many others have notPD is mostly engaging teachers in CS activities,often with the goals of increasing their owncontent knowledgeLess emphasis on helping teachers improve theirinstructional practice or encourage and supportstudents from diverse backgrounds
Discussion1. Across all of these data, what do you see asthe biggest implications and for whom?2. What are the most effective ways to sharefindings with these audiences?
National Council of Supervisors of Mathematics National Council of Teachers of Mathematics National Earth Science Teachers Association National Education Association National Science Education Leadership Association National Science Teachers
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