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Publication search results
found 49 matches
- 2018
- Amnah Alshahrani, Isla Ross, Murray I. Wood:
Using Social Cognitive Career Theory to Understand Why Students Choose to Study Computer Science. ICER 2018: 205-214 - Zahra Atiq:
Emotions Experienced by First-Year Engineering Students During Programming Tasks. ICER 2018: 258-259 - Neil C. C. Brown, Amjad AlTadmri, Sue Sentance, Michael Kölling:
Blackbox, Five Years On: An Evaluation of a Large-scale Programming Data Collection Project. ICER 2018: 196-204 - Francisco Enrique Vicente G. Castro:
Towards a Theory of HtDP-based Program-Design Learning. ICER 2018: 260-261 - Jody Clarke-Midura, Frederick J. Poole, Katarina Pantic, Chongning Sun, Vicki Allan:
How Mother and Father Support Affect Youths' Interest in Computer Science. ICER 2018: 215-222 - Rodrigo Duran:
Towards an Instructional Design of Complex Learning in Introductory Programming Courses. ICER 2018: 262-263 - Rodrigo Duran, Juha Sorva, Sofia Leite:
Towards an Analysis of Program Complexity From a Cognitive Perspective. ICER 2018: 21-30 - Sebastian Dziallas, Sally Fincher:
"I told you this last time, right?": Re-visiting narratives of STEM education. ICER 2018: 223-231 - Barbara J. Ericson, James D. Foley, Jochen Rick:
Evaluating the Efficiency and Effectiveness of Adaptive Parsons Problems. ICER 2018: 60-68 - Janne Fagerlund:
A Study on the Assessment of Introductory Computational Thinking via Scratch Programming in Primary Schools. ICER 2018: 264-265 - Christiane Frede, Maria Knobelsdorf:
Exploring how Students Perform in a Theory of Computation Course using Final Exam and Homework Assignments Data. ICER 2018: 241-249 - Luke Gusukuma:
A Misconception Driven Student Model to Author Feedback. ICER 2018: 266-267 - Luke Gusukuma, Austin Cory Bart, Dennis G. Kafura, Jeremy Ernst:
Misconception-Driven Feedback: Results from an Experimental Study. ICER 2018: 160-168 - Kristina von Hausswolff:
Practical Thinking while Programming: A Deweyan Approach to Knowledge in Computer Science. ICER 2018: 268-269 - Aleata Hubbard, Katie D'Silva:
Professional Learning in the Midst of Teaching Computer Science. ICER 2018: 86-94 - William Gregory Johnson:
Data Mining and Machine Learning in Education with Focus in Undergraduate CS Student Success. ICER 2018: 270-271 - Antti-Juhani Kaijanaho, Ville Tirronen:
Fixed versus Growth Mindset Does not Seem to Matter Much: A Prospective Observational Study in Two Late Bachelor level Computer Science Courses. ICER 2018: 11-20 - Cazembe Kennedy:
What are they thinking? ICER 2018: 272-273 - Brittany Ann Kos:
The Collegiate Hackathon Experience. ICER 2018: 274-275 - Harrison Kwik, Benjamin Xie, Amy J. Ko:
Experiences of Computer Science Transfer Students. ICER 2018: 115-123 - Amelie Labusch:
Fostering Computational Thinking through Problem-Solving at School. ICER 2018: 276-277 - T. G. Lakshmi:
Developing Students' Conceptual Design Skills for Software Engineering. ICER 2018: 278-279 - Aubrey Lawson:
Progression of Student Reasoning about Concurrency. ICER 2018: 280-281 - Amari N. Lewis:
The <1%: Black Women Obtaining PhDs in Computing. ICER 2018: 282-283 - Kirsti Lonka:
Growing Minds - 21st Century Competences and Digitalisation among Finnish Youth? ICER 2018: 95-96 - Linda Mannila, Lars-Åke Norden, Arnold Pears:
Digital Competence, Teacher Self-Efficacy and Training Needs. ICER 2018: 78-85 - Eva Marinus, Zoe Powell, Rosalind Thornton, Genevieve McArthur, Stephen Crain:
Unravelling the Cognition of Coding in 3-to-6-year Olds: The development of an assessment tool and the relation between coding ability and cognitive compiling of syntax in natural language. ICER 2018: 133-141 - Greg L. Nelson, Amy J. Ko:
On Use of Theory in Computing Education Research. ICER 2018: 31-39 - Alannah Oleson, Christopher J. Mendez, Zoe Steine-Hanson, Claudia Hilderbrand, Christopher Perdriau, Margaret M. Burnett, Amy J. Ko:
Pedagogical Content Knowledge for Teaching Inclusive Design. ICER 2018: 69-77 - Miranda C. Parker, Amber Solomon, Brianna Pritchett, David A. Illingworth, Lauren E. Margulieux, Mark Guzdial:
Socioeconomic Status and Computer Science Achievement: Spatial Ability as a Mediating Variable in a Novel Model of Understanding. ICER 2018: 97-105
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