Abstract is missing.
- Teaching Teachers to Teach Computer Science - Unplugged or Plugged-in?Tim Bell. 1 [doi]
- What Do We Think We Think We Are Doing?: Metacognition and Self-Regulation in ProgrammingJames Prather, Brett A. Becker, Michelle Craig, Paul Denny, Dastyni Loksa, Lauren E. Margulieux. 2-13 [doi]
- An Analysis of Use-Modify-Create Pedagogical Approach's Success in Balancing Structure and Student AgencyDiana Franklin, Merijke Coenraad, Jennifer Palmer, Donna Eatinger, Anna Zipp, Marco Anaya, Max White, Hoang Pham, Ozan Gökdemir, David Weintrop. 14-24 [doi]
- Student Perceptions of Fairness and Security in a Versioned Programming ExamChinedu Emeka, Craig B. Zilles. 25-35 [doi]
- Theories and Models of Emotions, Attitudes, and Self-Efficacy in the Context of Programming EducationLauri Malmi, Judy Sheard, Päivi Kinnunen, Simon, Jane E. Sinclair. 36-47 [doi]
- Affinity for Technology and Teenagers' Learning IntentionsFufen Jin, Monica Divitini. 48-55 [doi]
- Comparison of Grade Replacement and Weighted Averages for Second-Chance ExamsGeoffrey L. Herman, Zhouxiang Cai, Timothy Bretl, Craig B. Zilles, Matthew West 0001. 56-66 [doi]
- Learning Machine Learning with Personal Data Helps Stakeholders Ground Advocacy Arguments in Model MechanicsYim Register, Amy J. Ko. 67-78 [doi]
- Exploring the Enacted Computing Curriculum in K-12 Schools in South Asia: Bangladesh, Nepal, Pakistan, and Sri LankaTehreem Anwar, Arturo Jimenez, Arsalan Bin Najeeb, Bishakha Upadhyaya, Monica M. McGill. 79-90 [doi]
- Exploring Student Behavior Using the TIPP&SEE Learning StrategyDiana Franklin, Jean Salac, Zachary Crenshaw, Saranya Turimella, Zipporah Klain, Marco Anaya, Cathy Thomas. 91-101 [doi]
- Computing Education Research Landscape through an Analysis of KeywordsZacharoula K. Papamitsiou, Michail N. Giannakos, Simon, Andrew Luxton-Reilly. 102-112 [doi]
- A Quantitative Study of Faculty Views on the Goals of an Undergraduate CS Program and Preparing Students for IndustrySander Valstar, Caroline Sih, Sophia Krause-Levy, Leo Porter, William G. Griswold. 113-123 [doi]
- Construction of a Taxonomy for Tools, Languages, and Environments across Computing EducationMonica M. McGill, Adrienne Decker. 124-135 [doi]
- Collaborative Learning in Computing Education: Faculty Perspectives and PracticesSharon Mason. 136-146 [doi]
- Exploring Quantum Reversibility with Young LearnersDiana Franklin, Jen Palmer, Woorin Jang, Elizabeth M. Lehman, Jasmine Marckwordt, Randall H. Landsberg, Alexandria Muller, Danielle Harlow. 147-157 [doi]
- Revisiting Self-Efficacy in Introductory ProgrammingPhil Steinhorst, Andrew Petersen, Jan Vahrenhold. 158-169 [doi]
- Why do CS1 Students Think They're Bad at Programming?: Investigating Self-efficacy and Self-assessments at Three UniversitiesJamie Gorson, Eleanor O'Rourke. 170-181 [doi]
- A Longitudinal Evaluation of a Best Practices CS1Adrian Salguero, Julian McAuley, Beth Simon, Leo Porter. 182-193 [doi]
- Adaptive Immediate Feedback Can Improve Novice Programming Engagement and Intention to Persist in Computer ScienceSamiha Marwan, Ge Gao, Susan Fisk, Thomas W. Price, Tiffany Barnes. 194-203 [doi]
- Programming Versus Natural Language: On the Effect of Context on Typing in CS1John Edwards, Juho Leinonen, Chetan Birthare, Albina Zavgorodniaia, Arto Hellas. 204-215 [doi]
- Syntax Exercises in CS1John Edwards, Joseph Ditton, Dragan Trninic, Hillary Swanson, Shelsey Sullivan, Chad D. Mano. 216-226 [doi]
- Understanding Conceptual Transfer for Students Learning New Programming LanguagesEthel Tshukudu, Quintin I. Cutts. 227-237 [doi]
- Analyzing Viscuit Programs Crafted by Kindergarten ChildrenTakeshi Watanabe, Yuriko Nakayama, Yasunori Harada, Yasushi Kuno. 238-247 [doi]
- Using Design Alternatives to Learn About Data OrganizationsXingjian Gu, Max A. Heller, Stella Li, Yanyan Ren, Kathi Fisler, Shriram Krishnamurthi. 248-258 [doi]
- Hedy: A Gradual Language for Programming EducationFelienne Hermans. 259-270 [doi]
- How Secure are our Computer Systems Courses?Majed Almansoori, Jessica Lam, Elias Fang, Kieran Mulligan, Adalbert Gerald Soosai Raj, Rahul Chatterjee 0001. 271-281 [doi]
- How do Graduating Students Evaluate Software Design Diagrams?Prajish Prasad, Sridhar Iyer. 282-290 [doi]
- Opening the Black Box: Investigating Student Understanding of Data Displays Using Programmable Sensor TechnologyAlexandra Gendreau Chakarov, Quentin Biddy, Jennifer Jacobs, Mimi Recker, Tamara Sumner. 291-301 [doi]
- MatchingRef: Matching Variable Names in a Reference Page to Help Introductory CS Students Fix Compiler ErrorsThuc Nhi Le, Shokhzodbek Saidov, Justin Smith 0007. 302 [doi]
- Mapping Empathy in the Computer Science ClassroomLariza Laura de Oliveira. 303 [doi]
- First Bytes: Preparing K-12 Educators for CS InclusionMelissa C. Stange. 304 [doi]
- Toward an Inventory of Plans and Patterns, and Their Use to Foster Strategic Knowledge in Programming NovicesUmberto Costantini, Violetta Lonati, Anna Morpurgo. 305 [doi]
- GameCode: Choose your Own Problem Solving PathSimon Liénardy, Benoit Donnet. 306 [doi]
- A Collaborative Online Micro: bit K-12 Teacher PD WorkshopRoisin Faherty, Karen Nolan, Keith Quille. 307 [doi]
- Improving Student Sentiment of Active Learning in CSMichael E. Cotterell, Delaram Yazdansepas, Bradley J. Barnes. 308 [doi]
- More Personalized Learning by Reducing Latency in GradingHaden Hooyeon Lee. 309 [doi]
- Preparing Software Engineering Apprentices for IndustryMatthew Barr, Derek Somerville. 310 [doi]
- Gender Differences in Upper Elementary Students' Regulation of Learning while Pair ProgrammingJessica Vandenberg, Jennifer Tsan, Madeline Hinckle, Collin Lynch, Kristy Elizabeth Boyer, Eric N. Wiebe. 311 [doi]
- Developing and Assessing an Educational Game for Teaching Access ControlPatrickson Boan Weanquoi, Jinghua Zhang, Jinsheng Xu, Xiaohong Yuan, Elva J. Jones. 312 [doi]
- Evaluation of Course Strategies: Face-to-Face vs. OnlineDebarati Basu, Niveditha Gopalkrishna. 313 [doi]
- How do Quiz and Homework Submission Times Affect Students' Performance in a Flipped CS1 Class?Leslie Harvey, Ashish Aggarwal. 314 [doi]
- Google as Teacher: Constructive Search Engine Use When Learning to CodeRiley Sandberg, Saskia Giebl, Stefany Mena, Elizabeth L. Bjork, Robert A. Bjork. 315 [doi]
- Targeted Guidance for Beginner Software Engineering Students to Learn Data Structures and Algorithms in JavaChathura Priyankara. 316-317 [doi]
- Learning Computer Programming around a CAFÉSimon Liénardy. 318-319 [doi]
- Structural Barriers to Computer Science Education in NZ High SchoolsChamindi K. Samarasekara. 320-321 [doi]
- Diagramming as a Strategy for Primary/Elementary-Age Program ComprehensionJean Salac. 322-323 [doi]
- Data Science Education: Curriculum and pedagogyKoby Mike. 324-325 [doi]
- Understanding Students' Computational Perspectives and Figured Worlds of ComputingMelissa Perez. 326-327 [doi]
- Investigating Best Practices in the Design of Automated Feedback to Improve Students' Performance and LearningSamiha Marwan. 328-329 [doi]
- Pedagogical and Curricular Practices for Computer Science Education with English Language LearnersMeghan Allen. 330-331 [doi]
- Understanding Students' Learning through User Role and Linguistic Expressions in Online Learning EnvironmentLavendini Sivaneasharajah. 332-333 [doi]
- Glass-boxing Computing: Notional Machines-Mediated Teaching and Learning with Electronic Textiles in an Introductory High School ClassroomGayithri Jayathirtha. 334-335 [doi]
- Toward Ability-Based Design for Novice Programmers with Learning (Dis)abilitiesCarl C. Haynes. 336-337 [doi]
- A Metrics-Based Model for Programming SkillOluwatoyin Adelakun. 338-339 [doi]
- Investigating Spatial Skills in Computing EducationJack Parkinson. 340-341 [doi]
- Investigating the Utility of Graphics in Teaching Data WranglingLovisa Sundin. 342-343 [doi]
- Restorying through Computational Quilts: A Critical Approach Towards Reimagining Computer ScienceMia S. Shaw. 344-345 [doi]
- Investigating the Benefits of Student Question Generation in Data Science MOOC AssessmentsAnjali Singh. 346-347 [doi]
- Purpose-first Programming: A Programming Learning Approach for Learners who Care Most About What Code AchievesKathryn Cunningham. 348-349 [doi]
- The Integration of Coding in Teacher Education Programs: Course Experiences and the Teaching and Learning of MathematicsLisa Anne Floyd. 350-351 [doi]