Table of Contents

• Accountable Disciplinary Knowledge in Computing Education: A Case-Comparative ApproachSebastian Dziallas, Sally Fincher. 1-9 [doi]
• Alignment of Goals and Perceptions of Computing Predicts Students' Sense of Belonging in ComputingColleen M. Lewis, Paul Bruno, Jonathan Raygoza, Julia Wang. 11-19 [doi]
• How Do Students Talk About Intelligence?: An Investigation of Motivation, Self-efficacy, and Mindsets in Computer ScienceJamie Gorson, Eleanor O'Rourke. 21-29 [doi]
• Undergraduate Teaching Assistants in Computer Science: A Systematic Literature ReviewDiba Mirza, Phillip T. Conrad, Christian Lloyd, Ziad Matni, Arthur Gatin. 31-40 [doi]
• What Help Do Students Seek in TA Office Hours?Yanyan Ren, Shriram Krishnamurthi, Kathi Fisler. 41-49 [doi]
• Evaluating the Effectiveness of Parsons Problems for Block-based ProgrammingRui Zhi, Min Chi, Tiffany Barnes, Thomas W. Price. 51-59 [doi]
• An Evaluation of the Impact of Automated Programming Hints on Performance and LearningSamiha Marwan, Joseph Jay Williams, Thomas W. Price. 61-70 [doi]
• A Spaced, Interleaved Retrieval Practice Tool that is Motivating and EffectiveIman YeckehZaare, Paul Resnick, Barbara Ericson. 71-79 [doi]
• Spatial Encoding Strategy Theory: The Relationship between Spatial Skill and STEM AchievementLauren E. Margulieux. 81-90 [doi]
• Deprecating Misconceptions through Context-Dependent Accounts of Productive KnowledgeBrian A. Danielak. 91-100 [doi]
• From Theory Bias to Theory Dialogue: Embracing Cognitive, Situated, and Critical Framings of Computational Thinking in K-12 CS EducationYasmin B. Kafai, Chris Proctor, Debora Lui. 101-109 [doi]
• BDSI: A Validated Concept Inventory for Basic Data StructuresLeo Porter, Daniel Zingaro, Soohyun Nam Liao, Cynthia Bailey Taylor, Kevin C. Webb, Cynthia Bailey Lee, Michael Clancy. 111-119 [doi]
• Exploring the Value of Student Self-Evaluation in Introductory ProgrammingRodrigo Duran, Jan-Mikael Rybicki, Juha Sorva, Arto Hellas. 121-130 [doi]
• Executable Examples for Programming Problem ComprehensionJohn Wrenn, Shriram Krishnamurthi. 131-139 [doi]
• Special Session: The Best Papers from the First Five ICERsRobert McCartney, Anthony Robins. 141-146 [doi]
• Identifying Teachers' Technological Pedagogical Content Knowledge for Computer Science in the Primary YearsRebecca Vivian, Katrina Falkner. 147-155 [doi]
• Accounting for Pedagogical Content Knowledge in a Theory of Change AnalysisTom McKlin, Taneisha Lee, Dana Wanzer, Brian Magerko, Doug Edwards, Sabrina Grossman, Emily Bryans, Jason Freeman. 157-165 [doi]
• Designing for Integrated K-5 Computing and Literacy through Story-making ActivitiesRobert Whyte, Shaaron Ainsworth, Jane Medwell. 167-175 [doi]
• Inferential Statistics in Computing Education Research: A Methodological ReviewKate Sanders, Judy Sheard, Brett A. Becker, Anna Eckerdal, Sally Hamouda, Simon. 177-185 [doi]
• Computing Education Theories: What Are They and How Are They Used?Lauri Malmi, Judy Sheard, Päivi Kinnunen, Simon, Jane Sinclair. 187-197 [doi]
• Defining What Empirically Works Best: Dynamic Generation of Meta-Analysis for Computer Science EducationMonica M. McGill, Tom McKlin, Errol Kaylor. 199-207 [doi]
• Using the SOLO Taxonomy to Understand Subgoal Labels Effect in CS1Adrienne Decker, Lauren E. Margulieux, Briana B. Morrison. 209-217 [doi]
• Trials and Tribulations of Novices Working with the ArduinoKayla DesPortes, Betsy DiSalvo. 219-227 [doi]
• A Student's View of Concurrency - A Study of Common Mistakes in Introductory Courses on ConcurrencyFilip Strömbäck, Linda Mannila, Mikael Asplund, Mariam Kamkar. 229-237 [doi]
• A Randomized Controlled Trial on the Wild Wild West of Scientific Computing with Student LearnersTimothy Rafalski, Phillip Merlin Uesbeck, Cristina Panks-Meloney, Patrick Daleiden, William Allee, Amelia McNamara, Andreas Stefik. 239-247 [doi]
• Native Language's Effect on Java Compiler ErrorsKyle Reestman, Brian Dorn. 249-257 [doi]
• Research This! Questions that Computing Educators Most Want Computing Education Researchers to AnswerPaul Denny, Brett A. Becker, Michelle Craig, Greg Wilson, Piotr Banaszkiewicz. 259-267 [doi]
• Evaluating a Scalable Program for Undergraduate CS ResearchChristine Alvarado, Sergio Villazon, Burçin Tamer. 269-277 [doi]
• Admitting Students through an Open Online Course in Programming: A Multi-year Analysis of Study SuccessJuho Leinonen, Petri Ihantola, Antti Leinonen, Henrik Nygren, Jaakko Kurhila, Matti Luukkainen, Arto Hellas. 279-287 [doi]
• Can We Use Swift as a First Language to Teach Programming to Non-majors?Taeko Ariga. 289 [doi]
• Reducing Caribbean's Students' "Code-Phobia" with Programming in ScratchCamille Berry, Marlon Walcott. 291 [doi]
• Exploring the Use of Video Reflection as a Professional Development ToolCassandra Broneak, Chery Lucarelli, Jennifer Rosato. 293 [doi]
• Balancing Act: A Theory on the Interactions Between High-Level Task-thinking and Low-Level Implementation-thinking of Novice ProgrammersFrancisco Enrique Vicente Castro, Kathi Fisler. 295 [doi]
• Understanding our Human Resources: District LeadershipEfforts at Understanding CS Education Implementationin Their Own BuildingsLeigh Ann DeLyser, Stephanie Wortel-London, Lauren Wright, Anisa Bora. 297 [doi]
• CS1 Scaffolded Activities: The Rise of Students' EngagementMohsen Dorodchi, Aileen Benedict, Erfan Al-Hossami. 299 [doi]
• Doors, Walls and Windows?: The Gender Gap in Ontario High School Computer ScienceSteven Floyd. 301 [doi]
• Introduction to Data Science as a Pathway to Further Study in ComputingMichael Guerzhoy. 303 [doi]
• Too Much Technology (?): Pre-service Teachers' Perceptions, Concerns, and Interest in CS EducationJung Won Hur. 305 [doi]
• Mentoring Mentors in Cooperative Software Engineering Education ProgrammesJoseph Maguire, Nathalie Sheridan, Steve Draper, Quintin I. Cutts. 307 [doi]
• Design of an Agent-Based Visual Programming Tool for Elementary Ecosystem Science LearningShari Metcalf, Amanda Dickes, Karen Brennan, Chris Dede. 309 [doi]
• Identifying Learning Trajectories in Self-Directed ProgrammingAaron Milgram, Shruti Jain, Michelle Ichinco. 311 [doi]
• Helping Social Studies Teachers to Design Learning Experiences Around Data: Participatory Design for New Teacher-Centric Programming LanguagesBahare Naimipour, Mark Guzdial, Tamara Shreiner. 313 [doi]
• Designing Programming Education Course for Senior Citizens: Lifelong Learning in the Age of the 100-Year LifeYutaro Ohashi, Hidemi Yamachi, Yasuhiro Murokoshi, Fumihiro Kumeno, Yasuhiro Tsujimura. 315 [doi]
• A Statewide Quantitative Analysis of Computer Science: What Predicts CS in Georgia Public High School?Miranda C. Parker, Mark Guzdial. 317 [doi]
• Supporting Elementary Teacher's Reflections on Equity in CS Education: A Case Study ApproachFlorence Sullivan, Catherine Tulungen, Sneha Veeragoudar, Emrah Pektas. 319-320 [doi]
• Impact of Educational Technology-Based Learning Environment on Students' Achievement Goals, Motivational Constructs, and EngagementSaira Anwar. 321-322 [doi]
• Toward Understanding and Enhancing Novice Students' Mental Models in Computer ScienceBriana Bettin. 323-324 [doi]
• The Collaborative Classroom in Computing Higher EducationTimothy Boye. 325-326 [doi]
• K-6 Introductory Programming: Why Early Years Learning through Play MattersElizabeth Cole. 327-328 [doi]
• A Qualitative Content Analysis of K-8 Coding CurriculumSteven Floyd. 329-330 [doi]
• Investigating the Relationship of Novice Programmers' Views of Intelligence with their Motivation and PersistenceJamie Gorson. 331-332 [doi]
• On Understanding Algorithm Comprehension and DevelopmentPhilipp Kather. 333-334 [doi]
• Toward Continuous Assessment of the Programming ProcessAyaan M. Kazerouni. 335-336 [doi]
• Code Against the Machine: Design-based Research Towards More Equitable Computational Tools for Performing ArtistsAnnie Kelly. 337-338 [doi]
• Towards Data-Driven Programming Problem Generation for Mastery LearningNicholas Lytle. 339-340 [doi]
• Enhancing Computer Science Education with Adaptive Serious GamesMichael Alexander Miljanovic. 341-342 [doi]
• Educator Supports in Broadening Participation in ComputingSukanya Kannan Moudgalya. 343-344 [doi]
• Developing Student's Computational Thinking through Agent-Based Modeling in Secondary EducationLine Have Musaeus. 345-346 [doi]
• Seeding the Computational Skills of Diverse Non-programmers through Non-formal WorkshopsJoslenne Pena. 347-348 [doi]
• Computer Science Teacher Preparation in an International Context: A Comparative StudyTomás Prucha. 349-350 [doi]
• Personalized Assessment Worksheets for Scratch (PAWS): Exploring a Bridge between Interviews, Written Assessments, and Artifact AnalysisJean Salac. 351-352 [doi]
• Using Concreteness Fading to Model & Design Learning ProcessSangho Suh. 353-354 [doi]
• Towards a Model of Conceptual Transfer for Students Learning New Programming LanguagesEthel Tshukudu. 355-356 [doi]
• Closing the Academia-Industry Gap in Undergraduate CSSander Valstar. 357-358 [doi]
• Machine Learning Education for Young People without Programming ExperienceAbigail Zimmermann-Niefield. 359-360 [doi]