• The teacher's job is to design learning experiences; not primarily to impart information (Seite 1 - 2) (Frederick P. Brooks Jr.) (2012)   
• Metaphors and analogies for teaching algorithms (Seite 15 - 20) (Michal Forisek, Monika Steinová) (2012)   
• Seven big ideas in robotics, and how to teach them (Seite 39 - 44) (David S. Touretzky) (2012)   
• Design and evaluation of a braided teaching course in sixth grade computer science education (Seite 45 - 50) (Arno Pasternak, Jan Vahrenhold) (2012)
• Building upon and enriching grade four mathematics standards with programming curriculum (Seite 57 - 62) (Colleen M. Lewis, Niral Shah) (2012)   
• How a language-based GUI generator can influence the teaching of object-oriented programming (Seite 69 - 74) (Prasun Dewan) (2012)   
• A stratified view of programming language parallelism for undergraduate CS education (Seite 81 - 82) (Richard A. Brown, Joel C. Adams, David P. Bunde, Jens Mache, Elizabeth Shoop) (2012)   
• DeMystifying computing with magic (Seite 83 - 84) (Daniel D. Garcia, David Ginat) (2012)   
• Community-based projects for computing majors - opportunities, challenges and best practices (Seite 85 - 86) (Jeffrey A. Stone, Bonnie K. MacKellar, Elinor M. Madigan, Janice L. Pearce) (2012)   
• Programming, PWNed - using digital game development to enhance learners' competency and self-efficacy in a high school computing science course (Seite 93 - 98) (Katie Seaborn, Magy Seif El-Nasr, David Milam, Darren Yung) (2012)   
• A learning objective focused methodology for the design and evaluation of game-based tutors (Seite 99 - 104) (Michael John Eagle, Tiffany Barnes) (2012)   
• Course guides - a model for bringing professionals into the classroom (Seite 105 - 110) (Thomas Gibbons) (2012)   
• Towards a better capstone experience (Seite 111 - 116) (Sriram Mohan, Stephen Chenoweth, Shawn A. Bohner) (2012)   
• An open co-op model for global enterprise technology education - integrating the internship and course work (Seite 117 - 122) (Jeffrey Saltz, Jae Oh) (2012)   
• Integrating video components in CS1 (Seite 123 - 128) (Tamar Vilner, Ela Zur, Ronit Sagi) (2012)   
• Metaview - a tool for learning about viewing in 3D (Seite 135 - 140) (James R. Miller) (2012)   
• Over-confidence and confusion in using bloom for programming fundamentals assessment (Seite 147 - 152) (Richard Gluga, Judy Kay, Raymond Lister, Sabina Kleitman, Tim Lever) (2012)   
• Transforming the CS classroom with studio-based learning (Seite 165 - 166) (N. Hari Narayanan, Christopher D. Hundhausen, T. Dean Hendrix, Martha E. Crosby) (2012)   
• Making turing machines accessible to blind students (Seite 167 - 172) (Pierluigi Crescenzi, Leonardo Rossi, Gianluca Apollaro) (2012)   
• Toward an emergent theory of broadening participation in computer science education (Seite 173 - 178) (David C. Webb, Alexander Repenning, Kyu Han Koh) (2012)   
• Exploring formal learning groups and their impact on recruitment of women in undergraduate CS (Seite 179 - 184) (Julie Krause, Irene Polycarpou, Keith Hellman) (2012)   
• Perspectives on active learning and collaboration - JavaWIDE in the classroom (Seite 185 - 190) (Jam Jenkins, Evelyn Brannock, Thomas Cooper, Sonal Dekhane, Mark S. Hall, Michael Nguyen) (2012)   
• Bringing the breadth of computer science to middle schools (Seite 203 - 208) (Elizabeth Carter, Glenn D. Blank, Jennifer Walz) (2012)   
• The fairy performance assessment - measuring computational thinking in middle school (Seite 215 - 220) (Linda L. Werner, Jill Denner, Shannon Campe, Damon Chizuru Kawamoto) (2012)   
• Following a thread - knitting patterns and program tracing (Seite 233 - 238) (Michelle Craig, Sarah Petersen, Andrew Petersen) (2012)   
• Teaching mathematical reasoning across the curriculum (Seite 241 - 242) (Joan Krone, Doug Baldwin, Jeffrey C. Carver, Joseph E. Hollingsworth, Amruth N. Kumar, Murali Sitaraman) (2012)   
• Teaching HS computer science as if the rest of the world existed - rationale for a HS Pre-APCS curriculum of interdisciplinary central-problem-based units that model real-world applications (Seite 243 - 244) (Scott R. Portnoff) (2012)   
• Creative coding and visual portfolios for CS1 (Seite 247 - 252) (Ira Greenberg, Deepak Kumar, Dianna Xu) (2012)   
• Participation patterns in student teams (Seite 265 - 270) (Vreda Pieterse, Lisa Thompson, Linda Marshall, Dina M. Venter) (2012)   
• Application of non-programming focused treisman-style workshops in introductory computer science (Seite 271 - 276) (Alan C. Jamieson, Lindsay H. Jamieson, Angela C. Johnson) (2012)   
• Collaboration across the curriculum - a disciplined approach todeveloping team skills (Seite 277 - 282) (Ben Coleman, Matthew Lang) (2012)   
• App inventor for android - report from a summer camp (Seite 283 - 288) (Krishnendu Roy) (2012)   
• Effective and sustainable computing summer camps (Seite 289 - 294) (Barbara J. Ericson, Tom McKlin) (2012)   
• A summer science experience with computer graphics for secondary students (Seite 295 - 300) (Timothy A. Davis 0002) (2012)   
• Integrating UX with scrum in an undergraduate software development project (Seite 301 - 306) (Chase Felker, Radka Slamova, Janet Davis) (2012)   
• Building an open, large-scale research data repository of initial programming student behaviour (Seite 323 - 324) (Michael Kölling, Ian Utting) (2012)   
• Assigning student programming pairs based on their mental model consistency - an initial investigation (Seite 325 - 330) (Alex Radermacher, Gursimran S. Walia, Richard Rummelt) (2012)   
• Is there service in computing service learning? (Seite 337 - 342) (Randy W. Connolly) (2012)   
• Educating the educator through computation - what GIS can do for computer science (Seite 355 - 360) (John Barr, Ali Erkan) (2012)   
• An experience report - on the use of multimedia pre-instruction and just-in-time teaching in a CS1 course (Seite 361 - 366) (Paul Carter) (2012)   
• Using JITT in a database course (Seite 367 - 372) (Alexandra Martinez) (2012)   
• Process oriented guided inquiry learning (POGIL) for computer science (Seite 373 - 378) (Clifton Kussmaul) (2012)   
• Integrating communication skills into the computer science curriculum (Seite 379 - 384) (Katrina Falkner, Nickolas J. G. Falkner) (2012)   
• The impact of question generation activities on performance (Seite 391 - 396) (Andrew Luxton-Reilly, Daniel J. Bertinshaw, Paul Denny, Beryl Plimmer, Robert Sheehan) (2012)   
• Teaching outside the text (Seite 399 - 400) (Renee Ciezki, Robert Glen Martin, Barbara J. Ericson, Lester L. Wainwright) (2012)   
• Social sensitivity and classroom team projects - an empirical investigation (Seite 403 - 408) (Lisa Bender, Gursimran S. Walia, Krishna Kambhampaty, Kendall E. Nygard, Travis E. Nygard) (2012)   
• Taming complexity in large-scale system projects (Seite 409 - 414) (Shimon Schocken) (2012)   
• An approach for evaluating FOSS projects for student participation (Seite 415 - 420) (Heidi J. C. Ellis, Michelle Purcell, Gregory W. Hislop) (2012)   
• Integrating computing into middle school disciplines through projects (Seite 421 - 426) (Susan H. Rodger, Melissa Dalis, Chitra Gadwal, Jenna Hayes, Peggy Li, Francine Wolfe, Wenhui Zhang, Liz Liang) (2012)   
• The writers' workshop for youth programmers - digital storytelling with scratch in middle school classrooms (Seite 433 - 438) (Quinn Burke, Yasmin B. Kafai) (2012)   
• A software craftsman's approach to data structures (Seite 439 - 444) (Matti Luukkainen, Arto Vihavainen, Thomas Vikberg) (2012)   
• Jutge.org - an educational programming judge (Seite 445 - 450) (Jordi Petit, Omer Giménez, Salvador Roura) (2012)   
• Integrating formal verification in an online judge for e-Learning logic circuit design (Seite 451 - 456) (Javier de San Pedro, Josep Carmona, Jordi Cortadella, Jordi Petit) (2012)   
• Computing for STEM majors - enhancing non CS majors' computing skills (Seite 457 - 462) (Joel C. Adams, Randall J. Pruim) (2012)   
• Operations research - broadening computer science in a liberal arts college (Seite 463 - 468) (Barbara M. Anthony) (2012)   
• Nifty assignments (Seite 475 - 476) (Nick Parlante, Julie Zelenski, Daniel Zingaro, Kevin Wayne, Dave O'Hallaron, Joshua T. Guerin, Stephen Davies, Zachary Kurmas, Keen Debby) (2012)   
• Update on the CS principles project (Seite 477 - 478) (Owen L. Astrachan, Amy Briggs, Janice E. Cuny, Lien Diaz, Chris Stephenson) (2012)   
• Implementing evidence-based practices makes a difference in female undergraduate enrollments (Seite 479 - 480) (Wendy M. DuBow, Elizabeth Litzler, Maureen Biggers, Mike Erlinger) (2012)   
• Reflections on outreach programs in CS classes - learning objectives for "unplugged" activities (Seite 487 - 492) (Renate Thies, Jan Vahrenhold) (2012)   
• Who AM I? - understanding high school computer science teachers' professional identity (Seite 499 - 504) (Lijun Ni, Mark Guzdial) (2012)   
• Introducing parallelism and concurrency in the data structures course (Seite 505 - 510) (Dan Grossman, Ruth E. Anderson) (2012)   
• Exploring concurrency using the parallel analysis tool (Seite 511 - 516) (Brian W. Rague) (2012)   
• Virtual clusters for parallel and distributed education (Seite 517 - 522) (Elizabeth Shoop, Richard A. Brown, Eric Biggers, Malcolm Kane, Devry Lin, Maura Warner) (2012)   
• Cross teaching parallelism and ray tracing - a project-based approach to teaching applied parallel computing (Seite 523 - 528) (Chris Lupo, Zoë J. Wood, Christine Victorino) (2012)   
• Cabana - a cross-platform mobile development system (Seite 529 - 534) (Paul E. Dickson) (2012)   
• Using mobile phone programming to teach Java and advanced programming to computer scientists (Seite 541 - 546) (Derek Riley) (2012)   
• RoboLIFT - engaging CS2 students with testable, automatically evaluated android applications (Seite 547 - 552) (Anthony Allevato, Stephen H. Edwards) (2012)   
• Highway data and map visualizations for educational use (Seite 553 - 558) (James D. Teresco) (2012)   
• Experiments with algorithm visualization tool development (Seite 559 - 564) (Michael C. Orsega, Bradley T. Vander Zanden, Christopher H. Skinner) (2012)   
• CSTutor - a pen-based tutor for data structure visualization (Seite 565 - 570) (Sarah Buchanan, Brandon Ochs, Joseph J. LaViola Jr.) (2012)   
• Rediscovering the passion, beauty, joy, and awe - making computing fun again, part 5 (Seite 577 - 578) (Daniel D. Garcia, Barbara J. Ericson, Joanna Goode, Colleen M. Lewis) (2012)   
• Promoting student-centered learning with POGIL (Seite 579 - 580) (Helen H. Hu, Clifton Kussmaul) (2012)   
• Teaching secure coding - report from summit on education in secure software (Seite 581 - 582) (Blair Taylor, Matt Bishop, Diana Burley, Steve Cooper, Ronald C. Dodge, Robert Seacord) (2012)   
• Starting with Ubicomp - using the senseboard to introduce computing (Seite 583 - 588) (Mike Richards, Marian Petre, Arosha K. Bandara) (2012)   
• Reshaping the image of computer science in only fifteen minutes (of class) a week (Seite 595 - 600) (Sara Sprenkle, Shannon Duvall) (2012)   
• Experiences teaching MapReduce in the cloud (Seite 601 - 606) (Ariel Rabkin, Charles Reiss, Randy H. Katz, David A. Patterson) (2012)   
• Developing microlabs using Google web toolkit (Seite 607 - 612) (Barry L. Kurtz, James B. Fenwick Jr., Philip Meznar) (2012)   
• Open educational resources in computer science teaching (Seite 619 - 624) (Christo Dichev, Darina Dicheva) (2012)   
• A multilevel, multidimensional undergraduate course and lab experience on embedded multimedia systems (Seite 631 - 636) (Dimitrios Charalampidis, James Haralambides) (2012)   
• Effective closed labs in early CS courses - lessons from eight terms of action research (Seite 637 - 642) (Elizabeth Ann Patitsas, Steven A. Wolfman) (2012)   
• What do students learn about programming from game, music video, and storytelling projects? (Seite 643 - 648) (Joel C. Adams, Andrew R. Webster) (2012)   
• Through the looking glass - talking about the world with visualization (Seite 655 - 656) (Fernanda B. Viégas, Martin Wattenberg) (2012)   
• C++11 in parallel (abstract only) (Seite 656 - 656) (Joseph Hummel) (2012)
• The absolute beginner's guide to JUnit in the classroom (abstract only) (Seite 656 - 656) (Stephen H. Edwards, Manuel A. Pérez-Quiñones) (2012)
• Using social networking to improve student learning through classroom salon (abstract only) (Seite 656 - 656) (John Barr, Ananda Gunawardena) (2012)
• Killing 3 birds with one course - service learning, professional writing, and project management (abstract only) (Seite 657 - 657) (Joseph Mertz, Scott McElfresh, Steven K. Andrianoff, Jennifer Dempsey) (2012)
• Introduction to using FPGAs in the computer science curriculum (abstract only) (Seite 658 - 658) (William M. Jones, D. Brian Larkins) (2012)
• ROS for educators - teaching with the robot operating system and Microsoft Kinect (abstract only) (Seite 658 - 658) (Michael Ferguson, Julian Mason, Sharon Gower Small, Zachary Dodds) (2012)
• A taste of linked data and the semantic web (abstract only) (Seite 658 - 658) (David Hyland-Wood, Marsha Zaidman) (2012)
• Helping students become better communicators (abstract only) (Seite 658 - 658) (Janet E. Burge, Paul V. Anderson, Gerald C. Gannod, Michael Carter, Deanna Dannels, Margaret Heil, Mladen A. Vouk) (2012)
• Teaching with greenfoot and the Kinect - a novel way to engage beginners (abstract only) (Seite 659 - 659) (Michael Kölling, Neil Brown) (2012)
• Intellectual property law basics for computer science instructors (abstract only) (Seite 659 - 659) (David G. Kay) (2012)
• Peer instruction in the CS classroom - a hands-on introduction (abstract only) (Seite 660 - 660) (Daniel Zingaro, Cynthia Bailey Lee, John Glick, Leo Porter, Beth Simon) (2012)
• AP CS principles and the beauty and joy of computing curriculum (abstract only) (Seite 660 - 660) (Daniel D. Garcia, Brian Harvey, Tiffany Barnes, Luke Segars, Eugene Lemon, Sean Morris, Josh Paley) (2012)
• Incorporating software architecture in the computer science curriculum (abstract only) (Seite 660 - 660) (Martin L. Barrett, Steve Chenoweth, Larry Jones, Amine Chigani, Ayse Basar Bener, Mei-Huei Tang) (2012)
• Parallelism and concurrency for data-structures & algorithms courses (abstract only) (Seite 660 - 660) (Robert A. Chesebrough, Johnnie W. Baker) (2012)
• CS outreach with app inventor (abstract only) (Seite 661 - 661) (Michèlle Friend, Jeff Gray) (2012)
• ARTSI robotics roadshow-in-a-box - turnkey solution for providing robotics workshops to middle and high school students (abstract only) (Seite 661 - 661) (Monica Anderson, David S. Touretzky, Chutima Boonthum-Denecke) (2012)
• Program by design - from animations to data structures (abstract only) (Seite 661 - 661) (Kathi Fisler, Stephen Bloch) (2012)
• Circuits and microcontrollers in computer organization laboratories (abstract only) (Seite 662 - 662) (Marge M. Coahran, Janet Davis) (2012)
• Enhancing student interest by extending graphics applications (abstract only) (Seite 662 - 662) (Samuel A. Rebelsky) (2012)
• Snap! - (build your own blocks) (abstract only) (Seite 662 - 662) (Brian Harvey, Daniel D. Garcia, Josh Paley, Luke Segars) (2012)
• Engage your students by teaching programming using only mobile devices with TouchDevelop (abstract only) (Seite 663 - 663) (Nikolai Tillmann, Michal Moskal, Jonathan de Halleux, Manuel Fähndrich, Tao Xie 0001) (2012)
• A hands-on comparison of iOS vs. android (abstract only) (Seite 663 - 663) (Michael Rogers, Mark Goadrich) (2012)
• Puzzle-based learning - introducing critical thinking and problem solving for computer science and engineering (abstract only) (Seite 663 - 663) (Raja Sooriamurthi, Nickolas J. G. Falkner, Zbigniew Michalewicz) (2012)
• CS in parallel - modules for adding parallel computing to CS courses, from CS2 to theory of computation (abstract only) (Seite 663 - 663) (Richard A. Brown, Elizabeth Shoop) (2012)
• Using reflection to enhance feedback for automated grading (abstract only) (Seite 664 - 664) (Carl Alphonce, Joseph LeGasse) (2012)
• An integrated introduction to network protocols and cryptography to high school students (abstract only) (Seite 664 - 664) (William M. Mongan) (2012)
• A PC based robot for learning computer vision and advanced programming (abstract only) (Seite 664 - 664) (Xuzhou Chen, Nadimpalli V. R. Mahadev) (2012)
• Do faculty recognize the difference between computer science and information technology? - a survey of liberal arts faculty (abstract only) (Seite 665 - 666) (Hannah Fidoten, Jaime Spacco) (2012)
• Interdisciplinary travel courses in computer science (abstract only) (Seite 666 - 666) (Paige H. Meeker) (2012)
• User type clustering to refine search and browse for educational resources (abstract only) (Seite 666 - 666) (Monika Akbar, Clifford A. Shaffer) (2012)
• A comprehensive CS curriculum revision, implementation, and analysis (abstract only) (Seite 666 - 666) (Steven Huss-Lederman) (2012)
• A team software development course featuring iPad programming (abstract only) (Seite 667 - 667) (Robert E. England) (2012)
• All-in-one virtualized laboratory (abstract only) (Seite 668 - 668) (Shamsi Moussavi, Giuseppe Sena) (2012)
• Maximizing content learning for deaf students and English as a second language students (abstract only) (Seite 668 - 668) (Raja S. Kushalnagar, Joseph S. Stanislow) (2012)
• Using FPGA systems across the computer science curriculum (abstract only) (Seite 668 - 668) (D. Brian Larkins, H. Erin Rickard, William M. Jones) (2012)
• Explaining the dynamic structure and behavior of Java programs using a visual debugger (abstract only) (Seite 668 - 668) (Demian Lessa, Bharat Jayaraman) (2012)
• Computing in context - video scenarios for recognizing and utilizing basic computing constructs (abstract only) (Seite 669 - 669) (Madalene Spezialetti) (2012)
• Recursive thinkers and doers in CS1 (abstract only) (Seite 669 - 669) (Joseph A. Cottam, Suzanne Menzel) (2012)
• RoboLIFT - simple GUI-based unit testing of student-written android applications (abstract only) (Seite 670 - 670) (Anthony Allevato, Stephen H. Edwards) (2012)
• Integrating elementary computational modeling and programming principles (abstract only) (Seite 670 - 670) (José M. Garrido) (2012)
• Active learning in computer science education using meta-cognition (abstract only) (Seite 671 - 671) (Murali Mani, Quamrul Mazumder) (2012)
• Dynamic programming across the CS curriculum (abstract only) (Seite 671 - 671) (Yana Kortsarts, Vasily Kolchenko) (2012)
• Teaching computer science and programming concepts using LEGO NXT and TETRIX robotics, and computer science unplugged activities (abstract only) (Seite 671 - 671) (Daniela Marghitu, Taha Ben Brahim, John Weaver) (2012)
• Developing a gaming concentration in the computer science curriculum at an HBCU (abstract only) (Seite 672 - 672) (Jinghua Zhang, Elva J. Jones) (2012)
• Implementing a communication-intensive core course in a CS curriculum - a survey of methods (abstract only) (Seite 672 - 672) (Jean H. French) (2012)
• Proposed revisions to the social and professional knowledge area for CS2013 (abstract only) (Seite 673 - 673) (Carol Spradling, Florence Appel, Elizabeth K. Hawthorne) (2012)
• The reflective mentor - charting undergraduates' responses to computer science service learning (abstract only) (Seite 673 - 673) (Quinn Burke, Yasmin B. Kafai, Jean Griffin, Rita Manco Powell, Michele Grab, Susan B. Davidson, Joseph S. Sun) (2012)
• Hands-on labs for a mini-course on mobile application development (abstract only) (Seite 674 - 674) (Qusay H. Mahmoud, Nicholas Mair, Mohamed F. Younis, Sunny Dhillon) (2012)
• Comparing feature sets within visual and command line environments and their effect on novice programming (abstract only) (Seite 675 - 675) (Edward Dillon, Monica Anderson, Marcus Brown 0001) (2012)
• Teaching open source - involving students in free and open source software (FOSS) project communities (abstract only) (Seite 676 - 676) (Sebastian Dziallas, Heidi J. C. Ellis, Mel Chua, Steven Huss-Lederman, Karl R. Wurst) (2012)
• CS unplugged, outreach and CS kinesthetic activities (abstract only) (Seite 676 - 676) (Tim Bell, Lynn Lambert, Daniela Marghitu) (2012)
• AP CS principles and the 'beauty and joy of computing' curriculum (abstract only) (Seite 677 - 677) (Brian Harvey, Tiffany Barnes, Luke Segars) (2012)
• Teaching track faculty in CS (abstract only) (Seite 677 - 677) (Daniel D. Garcia, Jody Paul, Mark Sherriff) (2012)
• Teaching with Alice (abstract only) (Seite 678 - 678) (Don Slater, Wanda Dann, Steve Cooper) (2012)
• Identifying effective pedagogical practices for commenting computer source code (abstract only) (Seite 678 - 678) (Peter DePasquale, Michael E. Locasto, Lisa C. Kaczmarczyk) (2012)
• Computer science - small department initiative (abstract only) (Seite 678 - 678) (James Jerkofsky, Cathy Bareiss) (2012)
• Student ICTD research and service learning abroad (abstract only) (Seite 678 - 678) (Joseph Mertz, Ralph Morelli, Ruth E. Anderson) (2012)
• Imaging college educators (abstract only) (Seite 679 - 679) (Jerod J. Weinman, Ellen Walker) (2012)
• Let's talk social media (abstract only) (Seite 679 - 679) (Kimberly D. Voll) (2012)
• Revitalizing computing camp and outreach - how do we engage teenagers in "cool" technology? (abstract only) (Seite 679 - 679) (Kristine S. Nagel, Evelyn Brannock, Robert Lutz) (2012)
• Enriching computing instruction with studio-based learning (abstract only) (Seite 680 - 680) (N. Hari Narayanan, Martha E. Crosby, T. Dean Hendrix, Christopher D. Hundhausen) (2012)
• Hacking and the security curriculum - building community (abstract only) (Seite 680 - 680) (Richard S. Weiss, Michael E. Locasto, Jens Mache) (2012)
• Using social networks to engage computer science students (abstract only) (Seite 681 - 681) (Semmy Purewal, Owen L. Astrachan, David Brown, Jeffrey Forbes) (2012)
• A multimedia and liberal arts approach to a first course in programming and its crossover potential for computer science and the arts (abstract only) (Seite 681 - 681) (Trish Cornez, Richard Cornez) (2012)
• Digital humanities - reaching out to the other culture (abstract only) (Seite 681 - 681) (Robert E. Beck) (2012)
• Interdisciplinary database collaborations (abstract only) (Seite 682 - 682) (Suzanne W. Dietrich, Don Goelman) (2012)
• Motivating CS1/2 students with the android platform (abstract only) (Seite 682 - 682) (John Lewis, Anthony Allevato, Stephen H. Edwards) (2012)
• Have class, will travel (abstract only) (Seite 683 - 683) (Paige H. Meeker) (2012)
• Engaging the community with mobile app projects (abstract only) (Seite 683 - 683) (William H. Turkett Jr., Paúl Pauca, Joel K. Hollingsworth) (2012)
• Making mathematical reasoning fun - tool-assisted, collaborative techniques (abstract only) (Seite 683 - 683) (Jason O. Hallstrom, Joe Hollingsworth, Joan Krone, Murali Sitaraman) (2012)
• Web development with python and django (abstract only) (Seite 686 - 686) (Ariel Ortiz) (2012)
• Debuggems to assess student learning in e-textiles (abstract only) (Seite 699 - 699) (Deborah A. Fields, Kristin A. Searle, Yasmin B. Kafai, Hannah S. Min) (2012)
• OpenDSA - a creative commons active-ebook (abstract only) (Seite 721 - 721) (Eric Fouh, Maoyuan Sun, Clifford A. Shaffer) (2012)
• Sharing incremental approaches for adding parallelism to CS curricula (abstract only) (Seite 747 - 747) (Richard A. Brown, Elizabeth Shoop, Joel C. Adams, David P. Bunde, Jens Mache, Paul F. Steinberg, Matthew Wolf, Michael Wrinn) (2012)
• Google summer of code and google code-in BoF (abstract only) (Seite 771 - 771) (Carol Smith) (2012)

• Programming Multimedia Stories in Scratch to Integrate Computational Thinking and Writing with Elementary Students (Shaunna Smith, Lauren E. Burrow)   
• WiPSCE 2014 - Proceedings of the 9th Workshop in Primary and Secondary Computing Education, Berlin, Germany, November 5-7, 2014 (Carsten Schulte, Michael E. Caspersen, Judith Gal-Ezer) (2014)
  • Should your 8-year-old learn coding? (Caitlin Duncan, Tim Bell, Steve Tanimoto) (2014)   
  • Scratch vs. Karel - impact on learning outcomes and motivation (Alexander Ruf, Andreas Mühling, Peter Hubwieser) (2014)   
• Subjektive Theorien von Informatiklehrkraften zur fachdidaktischen Strukturierung ihres Unterrichts (Ana-Maria Stoffers) (2015)   
• SIGCSE 2016 - Memphis, TN, USA, March 02 - 05, 2016 (Carl Alphonce, Jodi Tims, Michael E. Caspersen, Stephen H. Edwards) (2016)
  • Just-In-Time Learning for the Just Google It Era (Elizabeth Boese) (2016)   
• Modality matters - Understanding the Effects of Programming Language Representation in High School Computer Science Classrooms (David Weintrop) (2016)   
• Coding Literacy - How Computer Programming Is Changing Writing (Annette Vee) (2017)  
• SIGCSE 2017 - Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education, Seattle, WA, USA, March 8-11, 2017 (Michael E. Caspersen, Stephen H. Edwards, Tiffany Barnes, Daniel D. Garcia) (2017)
  • Creative Computing and Society - When Undergraduates Design a Curriculum for an Introductory Computing Course (Sierra Magnotta, Anushikha Sharma, Jingya Wu, Darakhshan J. Mir) (2017)   
• Tomorrow's Learning: Involving Everyone. Learning with and about Technologies and Computing - 11th IFIP TC 3 World Conference on Computers in Education, WCCE 2017, Dublin, Ireland, July 3-6, 2017 (Arthur Tatnall, Mary Webb) (2017)   
  • 50. Computing Camps for Girls – A First-Time Experience at the University of Limerick - Development of an Instrument and First Results (Clare McInerney, Anna-Lena Lamprecht, Tiziana Margaria)   
• 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)
  • Folk Pedagogy - Nobody Doesn't Like Active Learning (Kate Sanders, Jonas Boustedt, Anna Eckerdal, Robert McCartney, Carol Zander) (2017)   
• Demystifying computational thinking (Valerie J. Shute, Chen Sun, Jodi Asbell-Clarke) (2017)   
• Empowering learners with tools in CS education - Physical computing in secondary schools (Mareen Grillenberger, Ralf Romeike) (2018)   
• SIGCSE 2018 - Proceedings of the 49th ACM Technical Symposium on Computer Science Education, SIGCSE 2018, Baltimore, MD, USA, February 21-24, 2018 (Tiffany Barnes, Daniel D. Garcia, Elizabeth K. Hawthorne, Manuel A. Pérez-Quiñones) (2018)   
  • Student Misconceptions of Dynamic Programming (Shamama Zehra, Aishwarya Ramanathan, Larry Yueli Zhang, Daniel Zingaro) (2018)    
  • Mixed Approaches to CS0 - Exploring Topic and Pedagogy Variance after Six Years of CS0 (Zoë J. Wood, John Clements, Zachary Peterson, David S. Janzen, Hugh Smith, Michael Haungs, Julie Workman, John Bellardo, Bruce DeBruhl) (2018)   
  • Updating Introductory Computer Science with Creative Computation (Dianna Xu, Ursula Wolz, Deepak Kumar, Ira Greenburg) (2018)   
• From Embedded Systems to Physical Computing - Challenges of the Digital World in Secondary Computer Science Education (Mareen Przybylla) (2018)   
• Informatics in Schools: Fundamentals of Computer Science and Software Engineering (Sergei Pozdniakov, Valentina Dagienė) (2018)   
  • Autonomous Recovery from Programming Errors Made by Primary School Children (Martina Forster, Urs Hauser, Giovanni Serafini, Jacqueline Staub)   
• 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)   
• Concepts before coding - non-programming interactives to advance learning of introductory programming concepts in middle school (Shuchi Grover, Nicholas Jackiw, Patrik Lundh) (2019)   
• 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)
  • POGIL in Computer Science - Faculty Motivation and Challenges (Aman Yadav, Clif Kussmaul, Chris Mayfield, Helen H. Hu) (2019)   
• Proceedings of the 14th Workshop in Primary and Secondary Computing Education, WiPSCE 2019, Glasgow, Scotland, UK, October 23-25, 2019 (2019)
  • The Effects of a Professional Development Workshop Focusing on Action Research on the Practice of High-School Computer Science Teachers (Ofra Brandes, Michal Armoni) (2019)   
  • Cognitive Correlates of Computational Thinking - Evaluation of a Blended Unplugged/Plugged-In Course (Katerina Tsarava, Luzia Leifheit, Manuel Ninaus, Marcos Román-González, Martin V. Butz, Jessika Golle, Ulrich Trautwein, Korbinian Moeller) (2019)   
  • Programming to learn in Italian primary school (Martina Benvenuti, Augusto Chioccariello, Giorgia Giammoro) (2019)   
• Informatics in Schools. New Ideas in School Informatics (Sergei Pozdniakov, Valentina Dagienė) (2019)   
  • Unplugged Activities in the Context of AI (Annabel Lindner, Stefan Seegerer, Ralf Romeike)   
• If They Build It, Will They Understand It? - Exploring the Relationship between Student Code and Performance (Jean Salac, Diana Franklin) (2020)   
• ICER 2020 - International Computing Education Research Conference, Virtual Event, New Zealand, August 10-12, 2020 (Anthony V. Robins, Adon Moskal, Amy J. Ko, Renée McCauley) (2020)
  • Collaborative Learning in Computing Education - Faculty Perspectives and Practices (Sharon Mason) (2020)   
  • Targeted Guidance for Beginner Software Engineering Students to Learn Data Structures and Algorithms in Java (Chathura Priyankara) (2020)   
  • Exploring Student Behavior Using the TIPP&SEE Learning Strategy (Diana Franklin, Jean Salac, Zachary Crenshaw, Saranya Turimella, Zipporah Klain, Marco Anaya, Cathy Thomas) (2020)   
• WiPSCE '20 - Workshop in Primary and Secondary Computing Education, Virtual Event, Germany, October 28-30, 2020 (Torsten Brinda, Michal Armoni) (2020)
  • Programming in primary education - towards a research based assessment framework (Linda Mannila, Fredrik Heintz, Susanne Kjällander, Anna Åkerfeldt) (2020)   
• WiPSCE '21 - The 16th Workshop in Primary and Secondary Computing Education, Virtual Event / Erlangen, Germany, October 18-20, 2021 (Marc Berges, Andraes Mühling, Michal Armoni) (2021)
  • Data-driven Analysis of Gender Differences and Similarities in Scratch Programs (Isabella Graßl, Katharina Geldreich, Gordon Fraser) (2021)   
• Informatics in Schools. Rethinking Computing Education - 14th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2021, Virtual Event, November 3–5, 2021 (Erik Barendsen, Christos Chytas) (2021)   
  • Problems, Professional Development and Reflection - Experiences of High-School Computer Science Teachers in Serbia (Vojislav Vujošević)   
• Computational Thinking in Education - A Pedagogical Perspective (Aman Yadav, Ulf Dalvad Berthelsen) (2021)  
  • 8. Professional Development as a Bridge between Teacher Competencies and Computational Thinking Integration (Secil Caskurlu, Aman Yadav, Kyle Dunbar, Rafi Santo)
• Fachliche Bildung in der digitalen Welt - Digitalisierung, Big Data und KI im Forschungsfokus von 15 Fachdidaktiken (Volker Frederking, Ralf Romeike) (2022)   
  • Von TPACK und DPACK zu SEPACK.digital. (Volker Frederking)  
• Datenwissenschaften und Gesellschaft - Die Genese eines transversalen Wissensfeldes (Philippe Saner) (2022)   
• Building a gender-inclusive secondary computer science program - teacher led and stakeholder supported (Michael Karlin, Anne T. Ottenbreit-Leftwich, Yin-Chan Liao) (2022)   
• WiPSCE '22 - The 17th Workshop in Primary and Secondary Computing Education, Morschach, Switzerland, 31 October 2022 - 2 November 2022 (Mareen Grillenberger, Marc Berges) (2022)  
  • 3. An Integration of Computational Thinking and Language Arts - The Contribution of Digital Storytelling to Students' Learning (Sabiha Yeni, Jacqueline Nijenhuis-Voogt, Felienne Hermans, Erik Barendsen) (2022)   
• Programmieren in der Grundschule - Eine Design-Based-Research-Studie (Katharina Geldreich) (2023)   
• Past, Present and Future of Computing Education Research (Mikko Apiola, Sonsoles López-Pernas, Mohammed Saqr) (2023)   
  • A Scientometric Perspective on the Evolution of the SIGCSE Technical Symposium: 1970–2021 (Sonsoles López-Pernas, Mikko Apiola, Mohammed Saqr, Arnold Pears, Matti Tedre)   
  • Computing Education Research in Baltic Countries (Valentina Dagienė, Mart Laanpere, Juris Borzovs)   
• WIPSCE '23 - The 18th WiPSCE Conference on Primary and Secondary Computing Education Research (Sue Sentance, Mareen Grillenberger) (2023)
  • Developing a Computer Science Content Knowledge Test for 10th Grade Students (Tobias Bahr) (2023)   
  • Beyond Gender Differences - Can Scratch Programs Indicate Students' Preferences? (Anette Bentz, Bernhard Standl) (2023)   

Beat hat diese Konferenz-Proceedings 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.