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December 12, 2022

Study examines professional development needs of teachers

Moving Towards a Vision of Equitable Computer Science

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A new landscape study of PreK-12 computer science teachers in the U.S. examines their professional development needs and the institutional changes required to transform CS classrooms to be more identity-inclusive. Moving Towards a Vision of Equitable Computer Science:  Results of a Landscape Survey of PreK-12 CS Teachers in the United States was released in December 2021 and was authored by Dr. Sonia Koshy, Bryan Twarek, Dr. DaQuan Bashir, Shaina Glass, Rachel Goins, Lisa Cruz Novohatski, and Dr. Allison Scott. The authors collaborated on this study, representing three partnering organizations:

Kapor Center: Level the Playing Field in Tech

https://www.csteachers.org/

CSTA

AiiCE: Alliance for Identity Inclusive Computing Education

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Durham, NC 27708USA

This work is supported by the National Science Foundation under Grant No. 2118453. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.