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    Journal: Computer Science Education

    Volume 32, Issue 4

    385 -- 387Brian Dorn, Jan Vahrenhold. Editorial
    388 -- 417Laura E. de Ruiter, Marina Umaschi Bers. The Coding Stages Assessment: development and validation of an instrument for assessing young children's proficiency in the ScratchJr programming language
    418 -- 448Sally A. M. Hogenboom, Felienne F. J. Hermans, Han L. J. van der Maas. Computerized adaptive assessment of understanding of programming concepts in primary school children
    449 -- 475Frederick J. Poole, Jody Clarke-Midura, Melissa Rasmussen, Umar Shehzad, Victor R. Lee. Tabletop games designed to promote computational thinking
    476 -- 501Ali Akkaya, Yavuz Akpinar. Experiential serious-game design for development of knowledge of object-oriented programming and computational thinking skills
    502 -- 531Ermias Abebe Kassa, Enguday Ademe Mekonnen. Computational thinking in the Ethiopian secondary school ICT curriculum

    Volume 32, Issue 3

    283 -- 287Neil C. C. Brown, Aleata Hubbard Cheuoua, Eva Marinus. Guest editorial
    288 -- 312Michael Shindler, Natalia Pinpin, Mia Markovic, Frederick Reiber, Jee-Hoon Kim, Giles Pierre Nunez Carlos, Mine Dogucu, Mark Hong, Michael Luu, Brian Anderson, Aaron Cote, Matthew Ferland, Palak Jain 0005, Tyler Labonte, Leena Mathur, Ryan Moreno, Ryan Sakuma. Student misconceptions of dynamic programming: a replication study
    313 -- 334Sabrina Finke, Ferenc Kemény, Markus Sommer, Vesna Krnjic, Martin Arendasy, Wolfgang Slany, Karin Landerl. Unravelling the numerical and spatial underpinnings of computational thinking: a pre-registered replication study
    335 -- 354Christopher D. Hundhausen, Phillip T. Conrad, Adam S. Carter, Olusola O. Adesope. Assessing individual contributions to software engineering projects: a replication study
    355 -- 383Max Fowler, David H. Smith IV, Mohammed Hassan, Seth Poulsen, Matthew West 0001, Craig B. Zilles. Reevaluating the relationship between explaining, tracing, and writing skills in CS1 in a replication study

    Volume 32, Issue 2

    153 -- 154Brian Dorn, Jan Vahrenhold. Editorial
    155 -- 187Marcelo Worsley, David Bar-El. Inclusive Making: designing tools and experiences to promote accessibility and redefine making
    188 -- 212Yenda Prado, Sharin Jacob, Mark Warschauer. Teaching computational thinking to exceptional learners: lessons from two inclusive classrooms
    213 -- 234Kathryn M. Rich, Diana Franklin, Carla Strickland, Andy Isaacs, Donna Eatinger. A Learning Trajectory for Variables Based in Computational Thinking Literature: Using Levels of Thinking to Develop Instruction
    235 -- 259David W. Jackson, Yihong Cheng. Maintaining pluralism when embedding computational thinking in required science and engineering classes with young adolescents
    260 -- 282Christopher Petrie. Interdisciplinary computational thinking with music and programming: a case study on algorithmic music composition with Sonic Pi

    Volume 32, Issue 1

    1 -- 2Brian Dorn, Jan Vahrenhold. Editorial
    3 -- 29Zarifa Zakaria, Jessica Vandenberg, Jennifer Tsan, Danielle Cadieux Boulden, Collin F. Lynch, Kristy Elizabeth Boyer, Eric N. Wiebe. Two-Computer Pair Programming: Exploring a Feedback Intervention to improve Collaborative Talk in Elementary Students
    30 -- 65Mayela Coto, Sonia Mora, Beatriz Eugenia Grass, Juan Murillo-Morera. Emotions and programming learning: systematic mapping
    66 -- 104Radek Pelánek, Tomás Effenberger. Design and analysis of microworlds and puzzles for block-based programming
    105 -- 127Qiang Hao, David H. Smith IV, Lu Ding, Amy J. Ko, Camille Ottaway, Jack Wilson, Kai Arakawa, Alistair Turcan, Timothy Poehlman, Tyler Greer. Towards understanding the effective design of automated formative feedback for programming assignments
    128 -- 152Kristina Von Hausswolff. Practical thinking while learning to program - novices' experiences and hands-on encounters
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