Abstract is missing.
- What novice programmers don't knowGary Lewandowski, Alicia Gutschow, Robert McCartney, Kate Sanders, Dermot Shinners-Kennedy. 1-12 [doi]
- Factors affecting the success of non-majors in learning to programSusan Wiedenbeck. 13-24 [doi]
- Impact of alternative introductory courses on programming concept understandingAllison Elliott Tew, W. Michael McCracken, Mark Guzdial. 25-35 [doi]
- Students' alternative standards for correctnessYifat Ben-David Kolikant. 37-43 [doi]
- Personalizing and discussing algorithms within CS1 studio experiences: an observational studyChristopher D. Hundhausen, Jonathan Lee Brown. 45-56 [doi]
- Pattern oriented instruction and the enhancement of analogical reasoningOrna Muller. 57-67 [doi]
- Strategies that students use to trace code: an analysis based in grounded theorySue Fitzgerald, Beth Simon, Lynda Thomas. 69-80 [doi]
- Examining the role of self-regulated learning on introductory programming performanceSusan Bergin, Ronan Reilly, Desmond Traynor. 81-86 [doi]
- Software engineering as a model of understanding for learning and problem solvingJ. Paul Gibson, Jackie O'Kelly. 87-97 [doi]
- Evaluating assessments of novice programming environmentsPaul Gross, Kris Powers. 99-110 [doi]
- Multi-institutional, multi-national studies in CSEd Research: some design considerations and trade-offsSally Fincher, Raymond Lister, Tony Clear, Anthony Robins, Josh D. Tenenberg, Marian Petre. 111-121 [doi]
- Taxonomy of effortless creation of algorithm visualizationsPetri Ihantola, Ville Karavirta, Ari Korhonen, Jussi Nikander. 123-133 [doi]
- What does it take to learn 'programming thinking'?Anna Eckerdal, Michael Thuné, Anders Berglund. 135-142 [doi]
- Novices' expectations and prior knowledge of software development: results of a study with high school studentsCarsten Schulte, Johannes Magenheim. 143-153 [doi]
- An investigation of potential success factors for an introductory model-driven programming courseJens Bennedsen, Michael E. Caspersen. 155-163 [doi]
- What do students know?: an outcomes-based assessment systemTitus Winters, Tom Payne. 165-172 [doi]