Abstract is missing.
- The scientific approach to teaching: research as a basis for course designEric Mazur. 1-2 [doi]
- Deciding to major in computer science: a grounded theory of students' self-assessment of abilityColleen M. Lewis, Ken Yasuhara, Ruth E. Anderson. 3-10 [doi]
- How CS majors select a specializationMichael Hewner, Mark Guzdial. 11-18 [doi]
- CS majors' self-efficacy perceptions in CS1: results in light of social cognitive theoryPäivi Kinnunen, Beth Simon. 19-26 [doi]
- Research design: necessary bricolageSally Fincher, Josh D. Tenenberg, Anthony Robins. 27-32 [doi]
- Exploring programming assessment instruments: a classification scheme for examination questionsJudy Sheard, Simon, Angela Carbone, Donald Chinn, Mikko-Jussi Laakso, Tony Clear, Michael de Raadt, Daryl J. D'Souza, James Harland, Raymond Lister, Anne Philpott, Geoff Warburton. 33-38 [doi]
- Do values grow on trees?: expression integrity in functional programmingGuillaume Marceau, Kathi Fisler, Shriram Krishnamurthi. 39-44 [doi]
- Peer instruction: do students really learn from peer discussion in computing?Leo Porter, Cynthia Bailey Lee, Beth Simon, Daniel Zingaro. 45-52 [doi]
- PeerWise: exploring conflicting efficacy studiesPaul Denny, Brian Hanks, Beth Simon, Spencer Bagley. 53-60 [doi]
- Students' perceptions of the differences between formal and informal learningJonas Boustedt, Anna Eckerdal, Robert McCartney, Kate Sanders, Lynda Thomas, Carol Zander. 61-68 [doi]
- ScriptABLE: supporting informal learning with casesBrian Dorn. 69-76 [doi]
- What students (should) know about object oriented programmingPeter Hubwieser, Andreas Mühling. 77-84 [doi]
- Predicting at-risk novice Java programmers through the analysis of online protocolsEmily S. Tabanao, Ma. Mercedes T. Rodrigo, Matthew C. Jadud. 85-92 [doi]
- Explaining program code: giving students the answer helps - but only justSimon, Susan Snowdon. 93-100 [doi]
- CAL programming tutors that guide students in solving problems and help students building skillsWei Jin, Albert T. Corbett. 101-108 [doi]
- Personifying programming tool feedback improves novice programmers' learningMichael J. Lee, Andrew J. Ko. 109-116 [doi]
- The "prototype walkthrough": a studio-based learning activity for human-computer interaction coursesChristopher D. Hundhausen, Dana Fairbrother, Marian Petre. 117-124 [doi]
- Learning web development: challenges at an earlier stage of computing educationThomas H. Park, Susan Wiedenbeck. 125-132 [doi]
- Computing as the 4th "R": a general education approach to computing educationQuintin I. Cutts, Sarah Esper, Beth Simon. 133-138 [doi]
- Integrating students' prior knowledge into pedagogyColleen M. Lewis. 139-140 [doi]
- Student views on learning concurrencyJan Erik Moström. 141-142 [doi]
- Building professional identity as computer science teachers: supporting secondary computer science teachers through reflection and community buildingLijun Ni. 143-144 [doi]
- Pedagogical content knowledge in programming education for secondary schoolMara Saeli. 145-146 [doi]
- Encouraging students to think of code as an algorithmic symphony: the effect of feedback regarding algorithmic abstraction during code productionLeigh Ann Sudol-DeLyser. 147-148 [doi]