Table of Contents

• Communities, Computing & the CarolinasTamara L. Clegg. 1 [doi]
• Investigating the Role of Cognitive Abilities in Computational Thinking for Young LearnersJean Salac, Cathy Thomas, Chloe Butler, Diana Franklin. 2-17 [doi]
• Incentivized Spacing and Gender in Computer Science EducationIman YeckehZaare, Elijah Fox, Gail Grot, Sean Chen, Claire Walkosak, Kevin Kwon, Annelise Hofmann, Jessica Steir, Olivia McGeough, Nealie Silverstein. 18-28 [doi]
• The Relationship Between Sense of Belonging and Student Outcomes in CS1 and BeyondSophia Krause-Levy, William G. Griswold, Leo Porter, Christine Alvarado. 29-41 [doi]
• Changing the Online Climate via the Online Students: Effects of Three Curricular Interventions on Online CS Students' InclusivityLara Letaw, Rosalinda Garcia, Heather Garcia, Christopher Perdriau, Margaret Burnett. 42-59 [doi]
• Uses, Revisions, and the Future of Validated Assessments in Computing Education: A Case Study of the FCS1 and SCS1Miranda C. Parker, Mark Guzdial, Allison Elliott Tew. 60-68 [doi]
• How should we 'Explain in plain English'? Voices from the CommunityMax Fowler, Binglin Chen, Craig Zilles. 69-80 [doi]
• Service Interruption: Managing Commitment to Community Partners During a CrisisLecia Jane Barker, Amy Voida, Vaughan Nagy. 81-91 [doi]
• Persistence of Time Management Behavior of Students and Its Relationship with Performance in Software ProjectsJoonas Häkkinen, Petri Ihantola, Matti Luukkainen, Antti Leinonen, Juho Leinonen 0001. 92-100 [doi]
• Exploring and Influencing Teacher Grading for Block-based Programs through Rubrics and the GradeSnap ToolAlexandra Milliken, Veronica Cateté, Ally Limke, Isabella Gransbury, Hannah E. Chipman, Yihuan Dong, Tiffany Barnes. 101-114 [doi]
• Exploring 'reverse-tracing' Questions as a Means of Assessing the Tracing Skill on Computer-based CS 1 ExamsMohammed Hassan, Craig Zilles. 115-126 [doi]
• Computing Educational Activities Involving People Rather Than Things Appeal More to Women (Recruitment Perspective)Ingrid Maria Christensen, Melissa Høegh Marcher, Pawel Grabarczyk, Therese Graversen, Claus Brabrand. 127-144 [doi]
• Computing Educational Activities Involving People Rather Than Things Appeal More to Women (CS1 Appeal Perspective)Melissa Høegh Marcher, Ingrid Maria Christensen, Pawel Grabarczyk, Therese Graversen, Claus Brabrand. 145-156 [doi]
• Evaluating Proof Blocks Problems as Exam QuestionsSeth Poulsen, Mahesh Viswanathan 0001, Geoffrey L. Herman, Matthew West 0001. 157-168 [doi]
• Identity in K-12 Computer Education Research: A Systematic Literature ReviewGregor Große-Bölting, Dietrich Gerstenberger, Lara Gildehaus, Andreas Mühling, Carsten Schulte. 169-183 [doi]
• When Wrong is Right: The Instructional Power of Multiple ConceptionsLauren E. Margulieux, Paul Denny, Kathryn Cunningham, Michael Deutsch, R. Benjamin Shapiro. 184-197 [doi]
• A Semblance of Similarity: Student Categorisation of Simple Algorithmic Problem StatementsJames Finnie-Ansley, Paul Denny, Andrew Luxton-Reilly. 198-212 [doi]
• Early Post-Secondary Student Performance of Adversarial ThinkingNick Young, Shriram Krishnamurthi. 213-224 [doi]
• Understanding "Dark" Design Roles in Computing EducationColin M. Gray, Shruthi Sai Chivukula, Kassandra Melkey, Rhea Manocha. 225-238 [doi]
• Children's Implicit and Explicit Stereotypes on the Gender, Social Skills, and Interests of a Computer ScientistShirley de de Wit, Felienne Hermans, Efthimia Aivaloglou. 239-251 [doi]
• All the Pieces Matter: The Relationship of Momentary Self-efficacy and Affective Experiences with CS1 Achievement and Interest in ComputingAlex Lishinski, Joshua Rosenberg 0001. 252-265 [doi]
• Teachers' Perspectives on Talk in the Programming Classroom : Language as a MediatorSue Sentance, Jane Waite. 266-280 [doi]
• Understanding Professional Identity of Computer Science Teachers: Design of the Computer Science Teacher Identity SurveyLijun Ni, Tom McKlin, Han Hao, Jake Baskin, Jason Bohrer, Yan Tian. 281-293 [doi]
• Teachers' Views and Experiences on Teaching Second and Subsequent Programming LanguagesEthel Tshukudu, Quintin I. Cutts, Olivier Goletti, Alaaeddin Swidan, Felienne Hermans. 294-305 [doi]
• Developing Behavioral Concepts of Higher-Order FunctionsShriram Krishnamurthi, Kathi Fisler. 306-318 [doi]
• Understanding Sources of Student Struggle in Early Computer Science CoursesAdrian Salguero, William G. Griswold, Christine Alvarado, Leo Porter. 319-333 [doi]
• You Really Need Help: Exploring Expert Reasons for Intervention During Block-based Programming AssignmentsYihuan Dong, Preya Shabrina, Samiha Marwan, Tiffany Barnes. 334-346 [doi]
• NaturalLanguageProcesing4All: - A Constructionist NLP tool for Scaffolding Students' Exploration of TextArthur Hjorth. 347-354 [doi]
• Identifying SQL Misconceptions of Novices: Findings from a Think-Aloud StudyDaphne Miedema, Efthimia Aivaloglou, George Fletcher. 355-367 [doi]
• Algorithm Visualization and the Elusive Modality EffectAlbina Zavgorodniaia, Artturi Tilanterä, Ari Korhonen, Otto Seppälä, Arto Hellas, Juha Sorva. 368-378 [doi]
• Re-Examining Inequalities in Computer Science Participation from a Bourdieusian Sociological PerspectiveMaria Kallia, Quintin I. Cutts. 379-392 [doi]
• Automated, Personalised, and Timely Feedback for Awareness of Programming Plagiarism and CollusionOscar Karnalim. 393-394 [doi]
• Teaching Machine Learning in K-12 EducationIsmaila Temitayo Sanusi. 395-397 [doi]
• Investigating the Benefits of Applying Artificial Intelligence Techniques to Enhance Learning Experiences in Capstone CoursesLuis A. Gonzalez. 398-400 [doi]
• Learning together: Collaboration and community in PK-12 computing educationPaulina Haduong. 401-402 [doi]
• An Authoring Tool to Support Flipped Classroom in Software Engineering TeachingNécio L. Veras, Lincoln S. Rocha, Windson Viana. 403-404 [doi]
• Towards Better Support for Undergraduate Software Engineering TeamsKai Presler-Marshall. 405-406 [doi]
• Towards an Understanding of Program Writing as a Cognitive Process: Analysis of Keystroke LogsMatt J. Davidson. 407-408 [doi]
• Investigating the Role of Explanative Diagrams as a Representation of Notional Machine on a Novice Programmer's Mental ModelSyeda Fatema Mazumder. 409-410 [doi]
• Promoting Learning Transfer in Computer Science Education by Training Teachers to use Explicit Programming StrategiesOlivier Goletti. 411-412 [doi]
• The Block-based, Text-based, and the CS1 PreparedTrent Dawson. 413-414 [doi]
• A Pedagogical Framework for Teaching Computer Programming: A Social Constructivist and Cognitive Load Theory ApproachNicola Looker. 415-416 [doi]
• Effective Feedback on Elementary School Scratch ProgramsLuisa Greifenstein. 417-418 [doi]
• Interpretations and Uses of Data for Equity in Computing EducationBenjamin Xie. 419-420 [doi]
• Crowdsourcing in Computer Science EducationNea Pirttinen. 421-422 [doi]
• Agentic Engagement with a Programmable Dialog SystemAmanda Buddemeyer, Leshell Hatley, Angela Stewart, Jaemarie Solyst, Amy Ogan, Erin Walker. 423-424 [doi]
• Teaching Accessibility in India: A Work in ProgressSwaroop Joshi. 425 [doi]
• Nature of Computer Science: Identification of K-12 Accessible Nature of Computer Science Tenets and Development of an Open-Ended Nature of Computer Science InstrumentErdogan Kaya, Anna Newley, Ezgi Yesilyurt, Hasan Deniz. 426 [doi]
• Theories of Participation: A Literature Review of Women's Participation in Computer ScienceMeredith Pearce, Braedon McConnell, Allison Bolton, Andrea Tartaro. 427-428 [doi]
• PseuToPy: Towards a Non-English Natural Programming LanguagePatrick Wang. 429-430 [doi]
• Integrating the Analytics of Student Interaction Data Within Scratch with a Programming Skills TaxonomyFrancisco Enrique Vicente Castro, Minji Kong. 431-432 [doi]
• Identifying Opportunities and Potential Roadblocks for CSEd ProfessionalsAlejandra Méndez, Ethel Tshukudu, Carolina Moreira, Weena Naowaprateep, Alan Peterfreund, Brianna Johnston. 433-434 [doi]
• Exploring the Impact of Gender Bias on Pair ProgrammingAslihan Akalin, Nathaniel Weinman, Katherine Stasaski, Armando Fox. 435-437 [doi]
• Refute: An Alternative to 'Explain in Plain English' QuestionsViraj Kumar. 438-440 [doi]
• Elementary Students' Debugging Behaviors in a Game-based EnvironmentWei Yan, Maya Israel, Tongxi Liu. 441-442 [doi]
• Developing Empathy and Persistence through Professional Development in New to CSA TeachersCassandra Broneak, Jennifer Rosato. 443 [doi]
• Beyond the Gender Binary in Computing Education ResearchJulie M. Smith. 444-445 [doi]
• A Multi-Modal Investigation of Self-Regulation Strategies Adopted by First-Year Engineering Students During Programming TasksEthan Wert, Jeremy Grifski, Sijia Luo, Zahra Atiq. 446-447 [doi]
• Notional Machines in a Semester-long Introductory Physical Computing High School UnitGayithri Jayathirtha, Yasmin B. Kafai. 448-449 [doi]
• Programmable Little Red: A Multi-thread Immersive and Interactive Storytelling Approach to Learning Conditional StatementsFangqing He, Yumih Chang, Yinmiao Li, Mingnan Du, Qianyi Chen. 450-451 [doi]