Abstract is missing.
- Web-scale data gathering with BlueJIan Utting, Neil Brown, Michael Kölling, David McCall, Phil Stevens. 1-4 [doi]
- Evaluating an early software engineering course with projects and tools from open source softwareRobert McCartney, Swapna S. Gokhale, Thérèse Smith. 5-10 [doi]
- A case study of environmental factors influencing teaching assistant job satisfactionElizabeth Ann Patitsas. 11-16 [doi]
- Education and research: evidence of a dual lifeJoe Miró Julià, David López, Ricardo Alberich. 17-22 [doi]
- Threshold concepts and threshold skills in computingKate Sanders, Jonas Boustedt, Anna Eckerdal, Robert McCartney, Jan Erik Moström, Lynda Thomas, Carol Zander. 23-30 [doi]
- On the reliability of classifying programming tasks using a neo-piagetian theory of cognitive developmentRichard Gluga, Judy Kay, Raymond Lister, Donna Teague. 31-38 [doi]
- Social sensitivity correlations with the effectiveness of team process performance: an empirical studyLisa Bender, Gursimran S. Walia, Krishna Kambhampaty, Kendall E. Nygard, Travis E. Nygard. 39-46 [doi]
- Adapting the disciplinary commons model for high school teachers: improving recruitment, creating communityBriana B. Morrison, Lijun Ni, Mark Guzdial. 47-54 [doi]
- A fast measure for identifying at-risk students in computer scienceNickolas J. G. Falkner, Katrina E. Falkner. 55-62 [doi]
- The abstraction transition taxonomy: developing desired learning outcomes through the lens of situated cognitionQuintin I. Cutts, Sarah Esper, Marlena Fecho, Stephen R. Foster, Beth Simon. 63-70 [doi]
- Subgoal-labeled instructional material improves performance and transfer in learning to develop mobile applicationsLauren E. Margulieux, Mark Guzdial, Richard Catrambone. 71-78 [doi]
- Using collaboration to overcome disparities in Java experienceColleen M. Lewis, Nathaniel Titterton, Michael J. Clancy. 79-86 [doi]
- Improving student learning outcomes with pair programmingAlex Radermacher, Gursimran S. Walia, Richard Rummelt. 87-92 [doi]
- Using peer review to teach software testingJoanna Smith, Joe Tessler, Elliot Kramer, Calvin Lin. 93-98 [doi]
- Is iteration really easier to learn than recursion for CS1 students?Claudio Mirolo. 99-104 [doi]
- Exploratory homeworks: an active learning tool for textbook readingSarah Esper, Beth Simon, Quintin I. Cutts. 105-110 [doi]
- Ability to 'explain in plain english' linked to proficiency in computer-based programmingLaurie Murphy, Sue Fitzgerald, Raymond Lister, Renée McCauley. 111-118 [doi]
- How do students solve parsons programming problems?: an analysis of interaction tracesJuha Helminen, Petri Ihantola, Ville Karavirta, Lauri Malmi. 119-126 [doi]
- The importance of students' attention to program state: a case study of debugging behaviorColleen M. Lewis. 127-134 [doi]
- Toward a validated computing attitudes surveyAllison Elliott Tew, Brian Dorn, Oliver Schneider. 135-142 [doi]
- A statewide survey on computing education pathways and influences: factors in broadening participation in computingMark Guzdial, Barbara J. Ericson, Tom McKlin, Shelly Engelman. 143-150 [doi]
- Enhancement of learning programming experience by novices using mobile learning: mobile learning in introductory programming lecturesWafaa Alsaggaf. 151-152 [doi]
- Automated generation of practice questions from semi-structured lecture notesThushari Atapattu. 153-154 [doi]
- Understanding and persuading adherence to test-driven developmentKevin Buffardi. 155-156 [doi]
- Supporting the virtual design studio through social programming environmentsAdam S. Carter. 157-158 [doi]
- The development of knowledge in novice programmersNadia Kasto. 159-160 [doi]
- Communities of practice and situated learning in computer scienceDaniel Knox. 161-162 [doi]
- Assessing and enhancing computational literacy in basic web developmentThomas H. Park. 163-164 [doi]
- Programming and neo-piagetian theoryDonna Teague. 165-166 [doi]