Abstract is missing.
- The 'I' in MINT: A Tale of Two TranslationsMarc J. de Vries. 1-4 [doi]
- Toward a Developmental Epistemology of Computer ProgrammingRaymond Lister. 5-16 [doi]
- Introducing Student Assessments with Evidence of Validity for NYC's CS4AllLeigh Ann DeLyser, Bryan Mascio, Kelsey Finkel. 17-26 [doi]
- Thanks for Sharing: CS Pedagogical Content Knowledge Sharing in Online EnvironmentsSusannah Go, Brian Dorn. 27-36 [doi]
- Identification of the Emergent Leaders within a CSE Professional Development ProgramTracie Evans Reding, Brian Dorn, Neal Grandgenett, Harvey P. Siy, Jon Youn, Quiming Zhu, Carol Engelmann. 37-44 [doi]
- Towards Supporting Scientific Inquiry in Computer Science EducationSandra Schulz, Niels Pinkwart. 45-53 [doi]
- A Case Study of Physical Computing in Computer Science EducationMichael Brinkmeier, Daniel Kalbreyer. 54-59 [doi]
- Starting out with Projects: Experiences with Agile Software Development in High SchoolsPetra Kastl, Ulrich Kiesmüller, Ralf Romeike. 60-65 [doi]
- Computer science experimenter's kit for use in preschool and primary schoolAnja Gärtig-Daugs, Katharina Weitz, Maike Wolking, Ute Schmid. 66-71 [doi]
- What children ask about computers, the Internet, robots, mobiles, games etcChristian Borowski, Ira Diethelm, Henning Wilken. 72-75 [doi]
- Drops and Kinks: Modeling the Retention of Flow for Hour of Code Style TutorialsAlexander Repenning, Ashok R. Basawapatna. 76-79 [doi]
- Teaching Abstract Thinking in Introduction to Computer Science for 7th GradersDavid Statter, Michal Armoni. 80-83 [doi]
- Educational Robotics in the service of CSE: A study based on the PanHellenic competitionAnastasios Theodoropoulos, Angeliki Antoniou, George Lepouras. 84-87 [doi]
- Sharing as a Means for Reflection: Seeing Differences, Understanding Affordances of Peers' Programming SolutionsMarleen Villeroy. 88-91 [doi]
- Measuring computer science pedagogical content knowledge: An exploratory analysis of teaching vignettes to measure teacher knowledgeAman Yadav, Marc Berges, Phil Sands, Jon Good. 92-95 [doi]
- From Scratch to Patch: Easing the Blocks-Text TransitionWilliam Robinson. 96-99 [doi]
- Teacher Feedback on Delivering Computational Thinking in Primary SchoolTim Bell, Caitlin Duncan, James Atlas. 100-101 [doi]
- Utilizing Sprego and Sprego contentsMaria Csernoch, Piroska Biró. 102-103 [doi]
- Extension of a didactic media competence model by privacy riskAlexander Hug, Rüdiger Grimm. 104-105 [doi]
- CTWINS: improving Computational Thinking confidence in educators through paired activitiesRichard Millwood, Glenn Strong, Nina Bresnihan, Pamela Cowan. 106-107 [doi]
- Teacher professional development through a physical computing workshopTom Neutens, Francis Wyffels. 108-109 [doi]
- Teacher Research Projects in ComputingSue Sentance, Jane Sinclair, Carl Simmons, Andrew Paul Csizmadia. 110-111 [doi]
- Abstraction and common classroom activitiesJane Waite, Paul Curzon, William Marsh, Sue Sentance. 112-113 [doi]