Abstract is missing.
- Evolutionary bases of human cognitive architecture: implications for computing educationJohn Sweller. 1-2 [doi]
- Novice software developers, all over againAndrew Begel, Beth Simon. 3-14 [doi]
- Abstraction ability as an indicator of success for learning computing science?Jens Bennedsen, Michael E. Caspersen. 15-26 [doi]
- A methodology for exploring students' experiences and interaction with large-scale software through role-play and phenomenographyJonas Boustedt. 27-38 [doi]
- Gender and diversity in hiring software professionals: what do students say?Donald Chinn, Tammy VanDeGrift. 39-50 [doi]
- PeerWise: students sharing their multiple choice questionsPaul Denny, John Hamer, Andrew Luxton-Reilly, Helen C. Purchase. 51-58 [doi]
- Proof by incomplete enumeration and other logical misconceptionsGeoffrey L. Herman, Lisa C. Kaczmarczyk, Michael C. Loui, Craig B. Zilles. 59-70 [doi]
- Attitudes about computing in postsecondary graduatesMichael Hewner, Mark Guzdial. 71-78 [doi]
- CS minors in a CS1 coursePäivi Kinnunen, Lauri Malmi. 79-90 [doi]
- Are technical and soft skills required?: the use of structural equation modeling to examine factors leading to retention in the cs majorTracy L. Lewis, Wanda J. Smith, France Belanger, K. Vernard Harrington. 91-100 [doi]
- Relationships between reading, tracing and writing skills in introductory programmingMike Lopez, Jacqueline L. Whalley, Phil Robbins, Raymond Lister. 101-112 [doi]
- Evaluating a new exam question: Parsons problemsPaul Denny, Andrew Luxton-Reilly, Beth Simon. 113-124 [doi]
- Concrete examples of abstraction as manifested in students' transformative experiencesJan Erik Moström, Jonas Boustedt, Anna Eckerdal, Robert McCartney, Kate Sanders, Lynda Thomas, Carol Zander. 125-136 [doi]
- DCER: sharing empirical computer science education dataKate Sanders, Brad Richards, Jan Erik Moström, Vicki L. Almstrum, Stephen H. Edwards, Sally Fincher, Katherine Gunion, Mark S. Hall, Brian Hanks, Stephen Lonergan, Robert McCartney, Briana B. Morrison, Jaime Spacco, Lynda Thomas. 137-148 [doi]
- Block Model: an educational model of program comprehension as a tool for a scholarly approach to teachingCarsten Schulte. 149-160 [doi]
- Classifying computing education papers: process and resultsSimon, Angela Carbone, Michael de Raadt, Raymond Lister, Margaret Hamilton, Judy Sheard. 161-172 [doi]
- Saying isn't necessarily believing: influencing self-theories in computingBeth Simon, Brian Hanks, Laurie Murphy, Sue Fitzgerald, Renée McCauley, Lynda Thomas, Carol Zander. 173-184 [doi]