• Towards a conceptualization of pedagogical content knowledge for computer science (Seite 1 - 8) (Peter Hubwieser, Johannes Magenheim, Andreas Mühling, Alexander Ruf) (2013)    
• Identifying threshold concepts - from dead end to a new direction (Seite 9 - 18) (Dermot Shinners-Kennedy, Sally Fincher) (2013)    
• Exploring hypotheses about media computation (Seite 19 - 26) (Mark Guzdial) (2013)    
• A tale of three sites - resource and knowledge sharing amongst computer science educators (Seite 27 - 34) (Neil Christopher Charles Brown, Michael Kölling) (2013)    
• Where students go for knowledge and what they find there (Seite 35 - 40) (Daniel Knox, Sally Fincher) (2013)    
• Toward facilitating assistance to students attempting engineering design problems (Seite 41 - 46) (Elena L. Glassman, Ned Gulley, Robert C. Miller) (2013)    
• An open platform for managing short programming exercises (Seite 47 - 52) (Andrei Papancea, Jaime Spacco, David Hovemeyer) (2013)    
• Toward practical mutation analysis for evaluating the quality of student-written software tests (Seite 53 - 58) (Zalia Shams, Stephen H. Edwards) (2013)    
• Modeling the learning progressions of computational thinking of primary grade students (Seite 59 - 66) (Linda M. Seiter, Brendan Foreman) (2013)    
• The zones of proximal flow - guiding students through a space of computational thinking skills and challenges (Seite 67 - 74) (Ashok R. Basawapatna, Alexander Repenning, Kyu Han Koh, Hilarie Nickerson) (2013)    
• Towards a taxonomy of errors in HTML and CSS (Seite 75 - 82) (Thomas H. Park, Ankur Saxena, Swathi Jagannath, Susan Wiedenbeck, Andrea Forte) (2013)    
• Effective and ineffective software testing behaviors by novice programmers (Seite 83 - 90) (Kevin Buffardi, Stephen H. Edwards) (2013)    
• Can first-year students program yet? - a study revisited (Seite 91 - 98) (Robert McCartney, Jonas Boustedt, Anna Eckerdal, Kate Sanders, Carol Zander) (2013)    
• Efficient egg drop contests - how middle school girls think about algorithmic efficiency (Seite 99 - 106) (Michèlle Friend, Robert Cutler) (2013)    
• Undergraduate conceptions of the field of computer science (Seite 107 - 114) (Michael Hewner) (2013)    
• Mining data from the AP CS a exam - patterns, non-patterns, and replication failure (Seite 115 - 122) (Colleen M. Lewis, Huda Khayrallah, Amy Tsai) (2013)    
• Geek genes, prior knowledge, stumbling points and learning edge momentum - parts of the one elephant? (Seite 123 - 128) (Alireza Ahadi, Raymond Lister) (2013)    
• Student experience in a student-centered peer instruction classroom (Seite 129 - 136) (Beth Simon, Sarah Esper, Leo Porter, Quintin I. Cutts) (2013)    
• Effect of think-pair-share in a large CS1 class - 83% sustained engagement (Seite 137 - 144) (Aditi Kothiyal, Rwitajit Majumdar, Sahana Murthy, Sridhar Iyer) (2013)    
• Comparing and contrasting different algorithms leads to increased student learning (Seite 145 - 152) (Elizabeth Ann Patitsas, Michelle Craig, Steve M. Easterbrook) (2013)    
• In-game assessments increase novice programmers' engagement and level completion speed (Seite 153 - 160) (Michael J. Lee, Andrew J. Ko, Irwin Kwan) (2013)    
• Using cargo-bot to provide contextualized learning of recursion (Seite 161 - 168) (Joe Tessler, Bradley Beth, Calvin Lin) (2013)    
• A methodology for teaching programming for beginners (Seite 169 - 170) (Viviane Cristina Oliveira Aureliano) (2013)    
• Alternate realities for computational thinking (Seite 171 - 172) (Karen Doore) (2013)    
• We belong here too - understanding and increasing diversity in computer science education (Seite 173 - 174) (Michèlle Friend) (2013)    
• Visualizing and classifying multiple solutions to engineering design problems (Seite 175 - 176) (Elena L. Glassman) (2013)    
• The role of place in affording different kinds of student engagement and learning (Seite 177 - 178) (Daniel Knox) (2013)    
• User interface computation as a contextualized approach for introductory computing instruction (Seite 179 - 180) (Jeffrey Steven La Marche) (2013)    
• How can a social debugging game effectively teach computer programming concepts? (Seite 181 - 182) (Michael J. Lee) (2013)    
• Using cognitive load theory to improve the efficiency of learning to program (Seite 183 - 184) (Briana B. Morrison) (2013)    
• Investigating the effects of women-in-CS initiatives (Seite 185 - 186) (Elizabeth Ann Patitsas) (2013)    
• Identity development of CS and IT students - what's the role of higher education? (Seite 187 - 188) (Anne-Kathrin Peters) (2013)    
• Automatically assessing the quality of student-written tests (Seite 189 - 190) (Zalia Shams) (2013)    

• Neo-Piagetian Theory and the Novice Programmer (Donna Teague) (2015)    
• Proceedings of the Workshop in Primary and Secondary Computing Education, WiPSCE 2015, London, United Kingdom, November 9-11, 2015 (Judith Gal-Ezer, Sue Sentance, Jan Vahrenhold) (2015)
  • Usability and Usage of Interactive Features in an Online Ebook for CS Teachers (Barbara J. Ericson, Steven Moore, Briana Morrison, Mark Guzdial) (2015)    
• ICER 2015 - Proceedings of the eleventh annual International Conference on International Computing Education Research, ICER 2015, Omaha, NE, USA, August 09 - 13, (Brian Dorn, Judy Sheard, Quintin I. Cutts) (2015)
  • Scaling up Women in Computing Initiatives - What Can We Learn from a Public Policy Perspective? (Elizabeth Patitsas, Michelle Craig, Steve M. Easterbrook) (2015)    
• Koli Calling 2015 - Proceedings of the 15th Koli Calling Conference on Computing Education Research, Koli, Finland, November 19-22, 2015 (Päivi Kinnunen, Judy Sheard) (2015)
  • Measuring the effect of inventing practice exercises on learning in an introductory programming course (Paul Denny, Diana Cukierman, Jonathan Bhaskar) (2015)    
  • Do we know how difficult the rainfall problem is? (Otto Seppälä, Petri Ihantola, Essi Isohanni, Juha Sorva, Arto Vihavainen) (2015)    
• Introduction to Computing and Programming in Python - 4th Edition (Mark Guzdial, Barbara J. Ericson) (2016)   
• ICER 2016 - Proceedings of the 2016 ACM Conference on International Computing Education Research, ICER 2016, Melbourne, VIC, Australia, September 8-12, 2016 (Judy Sheard, Josh Tenenberg, Donald Chinn, Brian Dorn) (2016)
  • Mixed Methods for the Assessment and Incorporation of Computational Thinking in K-12 and Higher Education (Joshua Levi Weese) (2016)    
• ICER 2017 - Proceedings of the 2017 ACM Conference on International Computing Education Research, ICER 2017, Tacoma, WA, USA, August 18-20, 2017 (Josh Tenenberg, Donald Chinn, Judy Sheard, Lauri Malmi) (2017)  
  • Principled Assessment of Student Learning in High School Computer Science (Eric Snow, Daisy Rutstein, Marie A. Bienkowski, Yuning Xu) (2017)    
• Proceedings of the 12th Workshop on Primary and Secondary Computing Education, WiPSCE 2017, Nijmegen, The Netherlands, November 8-10, 2017 (Erik Barendsen, Peter Hubwieser) (2017)
  • Computing Teachers' Perspectives on Threshold Concepts - Functions and Procedural Abstraction (Maria Kallia, Sue Sentance) (2017)    
• Scale or Fail - Moving beyond self-selected computer science education in Switzerland (Alexander Repenning) (2018)    
• Programming Paradigms and Beyond (Shriram Krishnamurthi, Kathi Fisler) (2018)   
• ICLS 2018 1/3 (2018)    
  • Blocks or Text? - How Programming Language Modality Makes a Difference in Assessing Underrepresented Populations (David Weintrop, Heather Killen, Baker Franke)   
• Teaching How to Teach Computational Thinking (Anna Lamprou, Alexander Repenning) (2018)    
• ICER 2018 - Proceedings of the 2018 ACM Conference on International Computing Education Research, ICER 2018, Espoo, Finland, August 13-15, 2018 (Lauri Malmi, Ari Korhonen, Robert McCartney, Andrew Petersen) (2018)
  • Starting from Scratch - Outcomes of Early Computer Science Learning Experiences and Implications for What Comes Next (David Weintrop, Alexandria K. Hansen, Danielle B. Harlow, Diana Franklin) (2018)    
  • Programming Misconceptions for School Students (Alaaeddin Swidan, Felienne Hermans, Marileen Smit) (2018)    
• Proceedings of the 13th Workshop in Primary and Secondary Computing Education, WiPSCE 2018, Potsdam, Germany, October 04-06, 2018. (Andreas Mühling, Quintin I. Cutts) (2018)
  • Thinking out of the box - comparing metaphors for variables in programming education (Felienne Hermans, Alaaeddin Swidan, Efthimia Aivaloglou, Marileen Smit) (2018)    
• Medienpädagogik und Didaktik der Informatik - Eine Momentaufnahme disziplinärer Bezüge und schulpraktischer Entwicklungen (2018)
  • Scalable Game Design Switzerland (Alexander Repenning, Anna Lamprou, Nicolas Fahrni, Nora A. Escherle)    
• How Machine Learning impacts the Undergraduate Computing Curriculum (R. Benjamin Shapiro, Rebecca Fiebrink, Peter Norvig) (2018)    
• SIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education, SIGCSE 2019, Minneapolis, MN, USA, February 27 - March 02, 2019 (Elizabeth K. Hawthorne, Manuel A. Pérez-Quiñones, Sarah Heckman, Jian Zhang 0036) (2019)
  • Achieving Gender Balance through Creative Expression (William H. Bares, Bill Z. Manaris, Renée McCauley, Christine Moore) (2019)    
• ICER 2019 - Proceedings of the 2019 ACM Conference on International Computing Education Research, ICER 2019, Toronto, ON, Canada, August 12-14, 2019 (Robert McCartney, Andrew Petersen, Anthony V. Robins, Adon Moskal) (2019)
  • Computing Education Theories - What Are They and How Are They Used? (Lauri Malmi, Judy Sheard, Päivi Kinnunen, Simon, Jane Sinclair) (2019)    
• ITiCSE 2019 - Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education, Aberdeen, Scotland, UK, July 15-17, 2019 (Bruce Scharlau, Roger McDermott, Arnold Pears, Mihaela Sabin) (2019)
  • Making Computer Science Education Mandatory - Exploring a Demographic Shift in Switzerland (Alexander Repenning, Anna Lamprou, Serge Petralito, Ashok R. Basawapatna) (2019)    
• WiPSCE 2020 - The 15th Workshop in Primary and Secondary Computing Education (2020)
  • Re-Use of Programming Patterns or Problem Solving? - Representation of Scratch Programs by TGraphs to support Static Code Analysis (Mike Talbot, Katharina Geldreich, Julia Sommer, Peter Hubwieser) (2020)   

Beat hat Dieser Konferenz-Band während seiner Zeit am Institut für Medien und Schule (IMS) ins Biblionetz aufgenommen. Beat besitzt weder ein physisches noch ein digitales Exemplar. Aufgrund der vielen Verknüpfungen im Biblionetz scheint er sich intensiver damit befasst zu haben.