Abstract is missing.
- Empowering Makers in the Cognitive EraJim Spohrer. 1 [doi]
- The Effects of Procrastination Interventions on Programming Project SuccessJoshua Martin, Stephen H. Edwards, Clifford A. Shaffer. 3-11 [doi]
- Spatial Skills Training in Introductory ComputingStephen Cooper, Karen Wang, Maya Israni, Sheryl Sorby. 13-20 [doi]
- Subgoals, Context, and Worked Examples in Learning Computing Problem SolvingBriana B. Morrison, Lauren E. Margulieux, Mark Guzdial. 21-29 [doi]
- Boys' Needlework: Understanding Gendered and Indigenous Perspectives on Computing and Crafting with Electronic TextilesKristin A. Searle, Yasmin B. Kafai. 31-39 [doi]
- How Equity and Inequity Can Emerge in Pair ProgrammingColleen M. Lewis, Niral Shah. 41-50 [doi]
- Using Distributed Cognition Theory to Analyze Collaborative Computer Science LearningElise Deitrick, R. Benjamin Shapiro, Matthew P. Ahrens, Rebecca Fiebrink, Paul D. Lehrman, Saad Farooq. 51-60 [doi]
- Scaling up Women in Computing Initiatives: What Can We Learn from a Public Policy Perspective?Elizabeth Patitsas, Michelle Craig, Steve M. Easterbrook. 61-69 [doi]
- Does Outreach Impact Choices of Major for Underrepresented Undergraduate Students?Monica McGill, Adrienne Decker, Amber Settle. 71-80 [doi]
- ACM Curriculum Reports: A Pedagogic PerspectiveSebastian Dziallas, Sally Fincher. 81-89 [doi]
- Comparing Textual and Block Interfaces in a Novice Programming EnvironmentThomas W. Price, Tiffany Barnes. 91-99 [doi]
- Using Commutative Assessments to Compare Conceptual Understanding in Blocks-based and Text-based ProgramsDavid Weintrop, Uri Wilensky. 101-110 [doi]
- Fourth Grade Students Reading Block-Based Programs: Predictions, Visual Cues, and AffordancesHilary A. Dwyer, Charlotte Hill, Alexandria K. Hansen, Ashley Iveland, Diana Franklin, Danielle Harlow. 111-119 [doi]
- Exploring Machine Learning Methods to Automatically Identify Students in Need of AssistanceAlireza Ahadi, Raymond Lister, Heikki Haapala, Arto Vihavainen. 121-130 [doi]
- Aggregate Compilation Behavior: Findings and Implications from 27, 698 UsersMatthew C. Jadud, Brian Dorn. 131-139 [doi]
- The Normalized Programming State Model: Predicting Student Performance in Computing Courses Based on Programming BehaviorAdam S. Carter, Christopher D. Hundhausen, Olusola O. Adesope. 141-150 [doi]
- School/Work: Development of Computing Students' Professional Identity at UniversityRobert McCartney, Kate Sanders. 151-159 [doi]
- Exploring Changes in Computer Science Students' Implicit Theories of Intelligence Across the SemesterAbraham E. Flanigan, Markeya S. Peteranetz, Duane F. Shell, Leen-Kiat Soh. 161-168 [doi]
- Analysis of Interactive Features Designed to Enhance Learning in an EbookBarbara J. Ericson, Mark J. Guzdial, Briana B. Morrison. 169-178 [doi]
- How Do Students Use Program Visualizations within an Interactive Ebook?Teemu Sirkiä, Juha Sorva. 179-188 [doi]
- What Are We Teaching?: Automated Evaluation of CS Curricula Content Using Topic ModelingJean Michel Rouly, Huzefa Rangwala, Aditya Johri. 189-197 [doi]
- A Multi-Institutional Study of Learning via Student Involvement in Humanitarian Free and Open Source Software ProjectsGregory W. Hislop, Heidi J. C. Ellis, S. Monisha Pulimood, Becka Morgan, Suzanne Mello-Stark, Ben Coleman, Cam Macdonell. 199-206 [doi]
- Grounding Computational Thinking Skill Acquisition Through Contextualized InstructionHilarie Nickerson, Catharine Brand, Alexander Repenning. 207-216 [doi]
- An Empirical Study of In-Class Laboratories on Student Learning of Linear Data StructuresSarah Smith Heckman. 217-225 [doi]
- Learning in Distributed Low-Stakes TeamsStephen MacNeil, Celine Latulipe, Aman Yadav. 227-236 [doi]
- Comparing the Effectiveness of Online Learning Approaches on CS1 Learning OutcomesMichael J. Lee, Andrew J. Ko. 237-246 [doi]
- Leveraging Narrative Interactivity to Foster Computer Science IdentitiesPhilip Sheridan Buffum. 247-248 [doi]
- Investigating Novice Programmers' Plan Composition StrategiesFrancisco Enrique Vicente G. Castro. 249-250 [doi]
- Understanding Collaborative Computational ThinkingBushra Chowdhury. 251-252 [doi]
- On Pre-requisite Skills for Universal Computational Thinking EducationElizabeth C. Cole. 253-254 [doi]
- Modeling-First Approach for Computer Science InstructionKaren Doore. 255-256 [doi]
- Characterizing Graduateness in Computing EducationSebastian Dziallas. 257-258 [doi]
- Adaptive Parsons Problems with Discourse RulesBarbara J. Ericson. 259-260 [doi]
- Worked Examples with Errors for Computer Science EducationJean Griffin. 261-262 [doi]
- Learning Together: Expanding the One-To-One ITS Model for Computer Science EducationRachel Harsley. 263-264 [doi]
- A Prescriptive Software Process for Academic ScenariosMaira Marques. 265-266 [doi]
- Computer Science Is Different!: Educational Psychology Experiments Do Not Reliably Replicate in Programming DomainBriana B. Morrison. 267-268 [doi]
- Measuring Knowledge of Misconceptions in Computer Science EducationLaura Ohrndorf. 269-270 [doi]
- Exploring Learning Analytics for Computing EducationDaniel Olivares. 271-272 [doi]
- Privilege and Computer Science Education: How can we level the playing field?Miranda C. Parker. 273-274 [doi]
- Integrating Intelligent Feedback into Block Programming EnvironmentsThomas W. Price. 275-276 [doi]
- Designing a Data-Driven Tutor Authoring Tool for CS EducatorsKelly Rivers. 277-278 [doi]
- Supporting Elementary School Computer Science Learning with Interactive Spoken Dialogue AgentsJennifer Tsan. 279-280 [doi]
- Computer Science Meets Social Studies: Embedding CS in the Study of Locally Grounded Civic IssuesSarah Jane Van Wart. 281-282 [doi]
- Comparing Text-based, Blocks-based, and Hybrid Blocks/Text Programming ToolsDavid Weintrop. 283-284 [doi]
- A Competence Graph to Derive Individual Learning PathsDaniela Zehetmeier. 285-286 [doi]