Abstract is missing.
- Minding One's Business: On the How, When, and Where of CognitionWolff-Michael Roth. 1 [doi]
- Comprehension First: Evaluating a Novel Pedagogy and Tutoring System for Program Tracing in CS1Greg L. Nelson, Benjamin Xie, Andrew J. Ko. 2-11 [doi]
- Sometimes, Rainfall Accumulates: Talk-Alouds with Novice Functional ProgrammersKathi Fisler, Francisco Enrique Vicente Castro. 12-20 [doi]
- Using Learners' Self-Explanations of Subgoals to Guide Initial Problem Solving in App InventorLauren E. Margulieux, Richard Catrambone. 21-29 [doi]
- Students' Emotional Reactions to Programming Projects in Introduction to Programming: Measurement Approach and Influence on Learning OutcomesAlex Lishinski, Aman Yadav, Richard J. Enbody. 30-38 [doi]
- The 'Art' of Programming: Exploring Student Conceptions of Programming through the Use of Drawing MethodologyAdon Christian Michael Moskal, Joy Gasson, Dale Parsons. 39-46 [doi]
- Social Perceptions in Computer Science and Implications for Diverse StudentsJennifer Wang, Sepehr Hejazi Moghadam, Juliet Tiffany-Morales. 47-55 [doi]
- Taking Advantage of Scale by Analyzing Frequent Constructed-Response, Code Tracing Wrong AnswersKristin Stephens-Martinez, An Ju, Krishna Parashar, Regina Ongowarsito, Nikunj Jain, Sreesha Venkat, Armando Fox. 56-64 [doi]
- Investigating Static Analysis Errors in Student Java ProgramsStephen H. Edwards, Nischel Kandru, Mukund B. M. Rajagopal. 65-73 [doi]
- On Novices' Interaction with Compiler Error Messages: A Human Factors ApproachJames Prather, Raymond Pettit, Kayla Holcomb McMurry, Alani Peters, John Homer, Nevan Simone, Maxine Cohen. 74-82 [doi]
- Theorem Provers as a Learning Tool in Theory of ComputationMaria Knobelsdorf, Christiane Frede, Sebastian Böhne, Christoph Kreitz. 83-92 [doi]
- RoboBUG: A Serious Game for Learning Debugging TechniquesMichael A. Miljanovic, Jeremy S. Bradbury. 93-100 [doi]
- Students and Teachers Use An Online AP CS Principles EBook Differently: Teacher Behavior Consistent with Expert LearnersMiranda C. Parker, Kantwon Rogers, Barbara J. Ericson, Mark Guzdial. 101-109 [doi]
- Describing Elementary Students' Interactions in K-5 Puzzle-based Computer Science Environments using the Collaborative Computing Observation Instrument (C-COI)Maya Israel, Quentin M. Wherfel, Saadeddine Shehab, Oliver Melvin, Todd Lash. 110-117 [doi]
- Understanding Student Collaboration in Interdisciplinary Computing ActivitiesElise Deitrick, Michelle Hoda Wilkerson, Eric Simoneau. 118-126 [doi]
- Factors Influencing Students' Help-Seeking Behavior while Programming with Human and Computer TutorsThomas W. Price, Zhongxiu Liu, Veronica Cateté, Tiffany Barnes. 127-135 [doi]
- Conceptions and Misconceptions about Computational Thinking among Italian Primary School TeachersIsabella Corradini, Michael Lodi, Enrico Nardelli. 136-144 [doi]
- Folk Pedagogy: Nobody Doesn't Like Active LearningKate Sanders, Jonas Boustedt, Anna Eckerdal, Robert McCartney, Carol Zander. 145-154 [doi]
- Understanding the "Teacher Experience" in Primary and Secondary CS Professional DevelopmentTracie Evans Reding, Brian Dorn. 155-163 [doi]
- Using Tracing and Sketching to Solve Programming Problems: Replicating and Extending an Analysis of What Students DrawKathryn Cunningham, Sarah Blanchard, Barbara Ericson, Mark Guzdial. 164-172 [doi]
- The Affordances and Constraints of Diagrams on Students' Reasoning about State MachinesGeoffrey L. Herman, Dong San Choi. 173-181 [doi]
- K-8 Learning Trajectories Derived from Research Literature: Sequence, Repetition, ConditionalsKathryn M. Rich, Carla Strickland, T. Andrew Binkowski, Cheryl Moran, Diana Franklin. 182-190 [doi]
- Quantifying Incremental Development Practices and Their Relationship to ProcrastinationAyaan M. Kazerouni, Stephen H. Edwards, Clifford A. Shaffer. 191-199 [doi]
- Comparison of Time Metrics in ProgrammingJuho Leinonen, Leo Leppänen, Petri Ihantola, Arto Hellas. 200-208 [doi]
- Principled Assessment of Student Learning in High School Computer ScienceEric Snow, Daisy Rutstein, Marie A. Bienkowski, Yuning Xu. 209-216 [doi]
- An Instrument to Assess Self-Efficacy in Introductory Algorithms CoursesHolger Danielsiek, Laura Toma, Jan Vahrenhold. 217-225 [doi]
- Dual Modality Code Explanations for Novices: Unexpected ResultsBriana B. Morrison. 226-235 [doi]
- Computing Mentorship in a Software Boomtown: Relationships to Adolescent Interest and BeliefsAndrew J. Ko, Katie Davis. 236-244 [doi]
- Barriers Faced by Coding Bootcamp StudentsKyle Thayer, Andrew J. Ko. 245-253 [doi]
- Hack.edu: Examining How College Hackathons Are Perceived By Student Attendees and Non-AttendeesJeremy Warner, Philip J. Guo. 254-262 [doi]
- Codification Pedagogy for Introductory CoursesRita Garcia. 263-264 [doi]
- Developing Teachers as Computational ParticipantsDaniel Hickmott. 265-266 [doi]
- Understanding and Supporting Better Pairings for CS1 StudentsL. Hobbes LeGault. 267-268 [doi]
- Physical Computing as an Inquiry Working TechniqueSandra Schulz. 269-270 [doi]
- Towards a Fine-grained Analysis of Complexity of Programming TasksRodrigo Duran. 271-272 [doi]
- Student Modeling Based on Fine-Grained Programming Process SnapshotsJuho Leinonen. 273-274 [doi]
- Using Discernment Activities to Promote Skill Retention from Programming and Software TutorialsHilarie Nickerson. 275-276 [doi]
- Using Mediational Means during Learning and Understanding of Proof Assignments from Theory of ComputationChristiane Frede. 277-278 [doi]
- Hands-on in Computer Programming EducationKristina Von Hausswolff. 279-280 [doi]
- Growth Mindset in Computational Thinking Teaching and Teacher TrainingMichael Lodi. 281-282 [doi]
- Studying Professional Identity in Software EngineeringRick Parker. 283-284 [doi]
- Towards Understanding Student's Mental Effort in Block- Based Programming Environments Using Electroencephalogram (EEG)Yerika Jimenez. 285-286 [doi]
- Comprehension-First Pedagogy and Adaptive, Intrinsically Motivated TutorialsGreg L. Nelson. 287-288 [doi]
- Explicitly Teaching Metacognitive and Self-Regulation Skills in ComputingDastyni Loksa. 289-290 [doi]
- Active Learning Design Patterns for CS EducationNasrin Dehbozorgi. 291-292 [doi]
- Improving the Learning Experiences of First-Year Computer Science Students with Empathetic IDEsCarla De Lira. 293-294 [doi]
- Hybrid Environments: A Bridge from Blocks to TextJeremiah Blanchard. 295-296 [doi]
- Determining if Spatial Reasoning is Required to Learn CSAmber Solomon. 297-298 [doi]
- Tools to Support Data-driven Reflective LearningStephen MacNeil. 299-300 [doi]
- The Effect of Sketching and Tracing on Instructors' Understanding of Student MisconceptionsKathryn Cunningham. 301-302 [doi]