Abstract is missing.
- Towards a conceptualization of pedagogical content knowledge for computer sciencePeter Hubwieser, Johannes Magenheim, Andreas Mühling, Alexander Ruf. 1-8 [doi]
- Identifying threshold concepts: from dead end to a new directionDermot Shinners-Kennedy, Sally Fincher. 9-18 [doi]
- Exploring hypotheses about media computationMark Guzdial. 19-26 [doi]
- A tale of three sites: resource and knowledge sharing amongst computer science educatorsNeil Christopher Charles Brown, Michael Kölling. 27-34 [doi]
- Where students go for knowledge and what they find thereDaniel Knox, Sally Fincher. 35-40 [doi]
- Toward facilitating assistance to students attempting engineering design problemsElena L. Glassman, Ned Gulley, Robert C. Miller. 41-46 [doi]
- An open platform for managing short programming exercisesAndrei Papancea, Jaime Spacco, David Hovemeyer. 47-52 [doi]
- Toward practical mutation analysis for evaluating the quality of student-written software testsZalia Shams, Stephen H. Edwards. 53-58 [doi]
- Modeling the learning progressions of computational thinking of primary grade studentsLinda M. Seiter, Brendan Foreman. 59-66 [doi]
- The zones of proximal flow: guiding students through a space of computational thinking skills and challengesAshok R. Basawapatna, Alexander Repenning, Kyu Han Koh, Hilarie Nickerson. 67-74 [doi]
- Towards a taxonomy of errors in HTML and CSSThomas H. Park, Ankur Saxena, Swathi Jagannath, Susan Wiedenbeck, Andrea Forte. 75-82 [doi]
- Effective and ineffective software testing behaviors by novice programmersKevin Buffardi, Stephen H. Edwards. 83-90 [doi]
- Can first-year students program yet?: a study revisitedRobert McCartney, Jonas Boustedt, Anna Eckerdal, Kate Sanders, Carol Zander. 91-98 [doi]
- Efficient egg drop contests: how middle school girls think about algorithmic efficiencyMichèlle Friend, Robert Cutler. 99-106 [doi]
- Undergraduate conceptions of the field of computer scienceMichael Hewner. 107-114 [doi]
- Mining data from the AP CS a exam: patterns, non-patterns, and replication failureColleen M. Lewis, Huda Khayrallah, Amy Tsai. 115-122 [doi]
- Geek genes, prior knowledge, stumbling points and learning edge momentum: parts of the one elephant?Alireza Ahadi, Raymond Lister. 123-128 [doi]
- Student experience in a student-centered peer instruction classroomBeth Simon, Sarah Esper, Leo Porter, Quintin I. Cutts. 129-136 [doi]
- Effect of think-pair-share in a large CS1 class: 83% sustained engagementAditi Kothiyal, Rwitajit Majumdar, Sahana Murthy, Sridhar Iyer. 137-144 [doi]
- Comparing and contrasting different algorithms leads to increased student learningElizabeth Ann Patitsas, Michelle Craig, Steve M. Easterbrook. 145-152 [doi]
- In-game assessments increase novice programmers' engagement and level completion speedMichael J. Lee, Andrew J. Ko, Irwin Kwan. 153-160 [doi]
- Using cargo-bot to provide contextualized learning of recursionJoe Tessler, Bradley Beth, Calvin Lin. 161-168 [doi]
- A methodology for teaching programming for beginnersViviane Cristina Oliveira Aureliano. 169-170 [doi]
- Alternate realities for computational thinkingKaren Doore. 171-172 [doi]
- We belong here too: understanding and increasing diversity in computer science educationMichèlle Friend. 173-174 [doi]
- Visualizing and classifying multiple solutions to engineering design problemsElena Glassman. 175-176 [doi]
- The role of place in affording different kinds of student engagement and learningDaniel Knox. 177-178 [doi]
- User interface computation as a contextualized approach for introductory computing instructionJeffrey Steven La Marche. 179-180 [doi]
- How can a social debugging game effectively teach computer programming concepts?Michael J. Lee. 181-182 [doi]
- Using cognitive load theory to improve the efficiency of learning to programBriana B. Morrison. 183-184 [doi]
- Investigating the effects of women-in-CS initiativesElizabeth Ann Patitsas. 185-186 [doi]
- Identity development of CS and IT students: what's the role of higher education?Anne-Kathrin Peters. 187-188 [doi]
- Automatically assessing the quality of student-written testsZalia Shams. 189-190 [doi]