Abstract is missing.
- Learning to teach computer programmingMarcia C. Linn. 1-2 [doi]
- Comparing effective and ineffective behaviors of student programmersStephen H. Edwards, Jason Snyder, Manuel A. Pérez-Quiñones, Anthony Allevato, Dongkwan Kim, Betsy Tretola. 3-14 [doi]
- Empirical comparison of objects-first and objects-laterAlbrecht Ehlert, Carsten Schulte. 15-26 [doi]
- Quality of peer assessment in CS1John Hamer, Helen C. Purchase, Paul Denny, Andrew Luxton-Reilly. 27-36 [doi]
- Flexible, reusable tools for studying novice programmersMatthew C. Jadud, Poul Henriksen. 37-42 [doi]
- In-service teachers learning of a new paradigm: a case studyNeomi Liberman, Yifat Ben-David Kolikant, Catriel Beeri. 43-50 [doi]
- Commonsense computing (episode 5): algorithm efficiency and balloon testingRobert McCartney, Dennis J. Bouvier, Tzu-Yi Chen, Gary Lewandowski, Kate Sanders, Beth Simon, Tammy VanDeGrift. 51-62 [doi]
- Computer science innovation in ThailandJan C. Miller. 63-74 [doi]
- Coarse-grained detection of student frustration in an introductory programming courseMa. Mercedes T. Rodrigo, Ryan Shaun Joazeiro de Baker. 75-80 [doi]
- On the nature of student defensiveness: theory and feedback from a software design courseLeslie Schwartzman. 81-92 [doi]
- Analysis of research into the teaching and learning of programmingJudy Sheard, S. Simon, Margaret Hamilton, Jan Lönnberg. 93-104 [doi]
- For me, programming is ..Beth Simon, Brian Hanks, Renée McCauley, Briana B. Morrison, Laurie Murphy, Carol Zander. 105-116 [doi]
- A closer look at tracing, explaining and code writing skills in the novice programmerAnne Venables, Grace Tan, Raymond Lister. 117-128 [doi]
- Student transformations: are they computer scientists yet?Carol Zander, Jonas Boustedt, Robert McCartney, Jan Erik Moström, Kate Sanders, Lynda Thomas. 129-140 [doi]