Abstract is missing.
- Affective and Cognitive - Designing Educational Experiences that TransformRichard Buckland. 1 [doi]
- When Everyone Knows CS is the Best Major: Decisions about CS in an Indian contextMichael Hewner, Shitanshu Mishra. 3-11 [doi]
- Perceived Instrumentality and Career Aspirations in CS1 Courses: Change and Relationships with AchievementMarkeya S. Peteranetz, Abraham E. Flanigan, Duane F. Shell, Leen-Kiat Soh. 13-21 [doi]
- "I Don't Code All Day": Fitting in Computer Science When the Stereotypes Don't FitColleen M. Lewis, Ruth E. Anderson, Ken Yasuhara. 23-32 [doi]
- Evaluation of a Frame-based Programming EditorThomas W. Price, Neil C. C. Brown, Dragan Lipovac, Tiffany Barnes, Michael Kölling. 33-42 [doi]
- Flipping the Assessment of Cognitive Load: Why and HowRaina Mason, Simon, Graham Cooper, Barry Wilks. 43-52 [doi]
- How Kids Code and How We Know: An Exploratory Study on the Scratch RepositoryEfthimia Aivaloglou, Felienne Hermans. 53-61 [doi]
- Control-Flow-Only Abstract Syntax Trees for Analyzing Students' Programming ProgressDavid Hovemeyer, Arto Hellas, Andrew Petersen, Jaime Spacco. 63-72 [doi]
- Analyzing Student Practices in Theory of Computation in Light of Distributed Cognition TheoryMaria Knobelsdorf, Christiane Frede. 73-81 [doi]
- The Role of Self-Regulation in Programming Problem Solving Process and SuccessDastyni Loksa, Andrew Jensen Ko. 83-91 [doi]
- Replication, Validation, and Use of a Language Independent CS1 Knowledge AssessmentMiranda C. Parker, Mark Guzdial, Shelly Engelman. 93-101 [doi]
- Benchmarking Introductory Programming Exams: Some Preliminary ResultsSimon, Judy Sheard, Daryl J. D'Souza, Peter Klemperer, Leo Porter, Juha Sorva, Martijn Stegeman, Daniel Zingaro. 103-111 [doi]
- Evidence That Computer Science Grades Are Not BimodalElizabeth Patitsas, Jesse Berlin, Michelle Craig, Steve M. Easterbrook. 113-121 [doi]
- Lightweight, Early Identification of At-Risk CS1 StudentsSoohyun Nam Liao, Daniel Zingaro, Michael A. Laurenzano, William G. Griswold, Leo Porter. 123-131 [doi]
- Some Trouble with Transparency: An Analysis of Student Errors with Object-oriented PythonCraig S. Miller, Amber Settle. 133-141 [doi]
- Learning Curve Analysis for Programming: Which Concepts do Students Struggle With?Kelly Rivers, Erik Harpstead, Kenneth R. Koedinger. 143-151 [doi]
- A Picture of the Growing ICER CommunitySimon. 153-159 [doi]
- Methodological Rigor and Theoretical Foundations of CS Education ResearchAlex Lishinski, Jon Good, Phil Sands, Aman Yadav. 161-169 [doi]
- Computer Science Principles: Impacting Student Motivation & Learning Within and Beyond the ClassroomKara Alexandra Behnke, Brittany Ann Kos, John K. Bennett. 171-180 [doi]
- Aspects of Graduateness in Computing Students' NarrativesSebastian Dziallas, Sally Fincher. 181-190 [doi]
- Identifying Design Principles for CS Teacher Ebooks through Design-Based ResearchBarbara J. Ericson, Kantwon Rogers, Miranda C. Parker, Briana B. Morrison, Mark Guzdial. 191-200 [doi]
- With a Little Help From My Friends: An Empirical Study of the Interplay of Students' Social Activities, Programming Activities, and Course SuccessAdam S. Carter, Christopher D. Hundhausen. 201-209 [doi]
- Learning to Program: Gender Differences and Interactive Effects of Students' Motivation, Goals, and Self-Efficacy on PerformanceAlex Lishinski, Aman Yadav, Jon Good, Richard Enbody. 211-220 [doi]
- Learning Loops: A Replication Study Illuminates Impact of HS CoursesBriana B. Morrison, Adrienne Decker, Lauren E. Margulieux. 221-230 [doi]
- Examining the Value of Analogies in Introductory ComputingYingjun Cao, Leo Porter, Daniel Zingaro. 231-239 [doi]
- Distractors in Parsons Problems Decrease Learning Efficiency for Young Novice ProgrammersKyle James Harms, Jason Chen, Caitlin L. Kelleher. 241-250 [doi]
- A Study of Code Design Skills in Novice Programmers using the SOLO taxonomyCruz Izu, Amali Weerasinghe, Cheryl Pope. 251-259 [doi]
- Cognitive, Affective, and Dispositional Components of Learning ProgrammingAlex Lishinski. 261-262 [doi]
- Early Identification of Novice Programmers' Challenges in Coding Using Machine Learning TechniquesAlireza Ahadi. 263-264 [doi]
- The Role of Spatial Reasoning in Learning Computer ScienceAmber Solomon. 265-266 [doi]
- Bringing the Innovations in Data Management to Secondary CS EducationAndreas Grillenberger. 267-268 [doi]
- Dynamically Adaptive Parsons ProblemsBarbara J. Ericson. 269-270 [doi]
- Accounting for the Role of Policy in the Underrepresentation of Women in Computer ScienceElizabeth Patitsas. 271-272 [doi]
- Pedagogy and Measurement of Program Planning SkillsFrancisco Enrique Vicente G. Castro. 273-274 [doi]
- Geospatial Analysis of Computer Science Course Offerings in Wisconsin Public High SchoolsHeather Bort. 275-276 [doi]
- Computational Thinking as a Computer Science Education Framework and the Related Effects on Gender EquityJon Good. 277-278 [doi]
- Mixed Methods for the Assessment and Incorporation of Computational Thinking in K-12 and Higher EducationJoshua Levi Weese. 279-280 [doi]
- Teaching: Learning of Troubleshooting Skills for Computer Science UndergraduatesKavya Alse. 281-282 [doi]
- Learning and Collaboration in Physical ComputingKayla DesPortes. 283-284 [doi]
- Mobile Learning Application for Computer Science Students: A Transactional Distance PerspectivePakapan Limtrairut, Stuart Marshall, Peter Andreae. 285-286 [doi]
- Situating Physical Computing in Secondary CS EducationMareen Przybylla. 287-288 [doi]
- Improving Scientific Inquiry through Physical ComputingSandra Schulz. 289-290 [doi]
- Examining Graduateness through NarrativesSebastian Dziallas. 291-292 [doi]
- Improving Students' Knowledge Integration in Data StructuresShitanshu Mishra. 293-294 [doi]
- Identify and Help At-Risk Students Before It Is LateSoohyun Nam Liao. 295-296 [doi]