Using Evaluation to Examine and Improve Integration of Computational Thinking into a STEM Teacher Residency (Poster 1)

• In Event: Formative Research and Pedagogical Approaches to Integrate Computational Thinking and Computer Science in a Residency

Abstract

To contribute to social betterment, evaluation studies need to have an emphasis on use by the organization or program being evaluated (Christie, 2007). One way of accomplishing this is by using a framework that is cyclical, interactive, and that involves ongoing feedback and influence between the program being evaluated and the evaluation team (see Herman et al., 1987). In service of these goals, the evaluation team conducted a multiple method study that went beyond grant requirements to provide formative information that program stakeholders could use to guide and adjust their thinking and practices. This paper examines the integration of computational thinking (CT) into a teacher residency program that trains secondary math and science teachers to work with students in high need schools. See Appendix D for the program’s framework of CT.
In collaboration with program leadership, the evaluation team examined CT attitudes, knowledge, and classroom use. Measures collected from both the teacher residents and mentor teachers included end of year interviews, pre/post performance tasks, and pre/post surveys. In addition, residents were asked to submit logs during the last quarter of their student teaching (see Appendix D).
All teacher residents (n = 39) and mentors (n = 41) who participated in the first three cohorts of the teacher residency program were invited to participate in the evaluation. See Appendix D for participation rates.
Longitudinal evaluation results provided insights into the impact of the CT coursework, professional development, and program meetings on participants.
Computational Thinking Tasks. Residents and mentors showed some understanding of CT and data use when starting the program. While both groups showed some growth in their knowledge over time, this was particularly true for the residents who received an average score of 86% on the performance tasks at post. When participants did struggle, it tended to be on tasks that aligned to multiple CT practices or explanation items that required individuals to back up a claim with evidence. Reflections on the tasks also showed evidence of growth across program years, with participants in later cohorts being more likely to describe how they used CT to solve the tasks.
Teacher Resident Logs. Logs provide evidence that residents made efforts to integrate CT into their math or science lessons when acting as a lead teacher. When examining aggregate results for the 382 logs submitted, most residents reported focusing on at least one CT skill (79%) and at least one CT practice (87%) per lesson.
Interviews and Surveys. Residents wanted samples of how to integrate CT into their lessons, and residents adopted or adapted ideas from the performance tasks for their own classrooms.
Using monthly, bi-annual, and annual meetings, the evaluation team and program stakeholders were able to maximize learning and use about the integration of CT in the teacher residency. This guided the adjustment of CT coursework and support for participants across time. The evaluation also helped to surface the difficulty of taking practices that are already strongly related to math and science instruction and making them explicit.

Author

• Deborah M. La Torre, University of California - Los Angeles