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ORCIDComputer Science Education, Volume 35
Volume 35, Number 1, January 2025
- Brian Dorn, Jan Vahrenhold:
Editorial. 1-2 - Robbert Smit
, Clemens Waibel, Rahel Schmid:
Assisting in a computer science education centre as a field-based internship for pre-service teachers. 3-27 - Yi Liu, Leen-Kiat Soh, Guy Trainin, Gwen Nugent, Wendy Smith:
Investigating relationships of sentiments, emotions, and performance in professional development K-12 CS teachers. 28-59 - Naomi Blaushild, Raisa Blazquez, Steven McGee, Randi McGee-Tekula:
Balancing teachers' needs in times of crisis: investigating how computer science instructional coaches and teachers navigated remote professional development during COVID-19. 60-92 - K. Ann Renninger, Ruth C. Elias, Mariko J. Kamiya, Jennifer N. Paige, Raymond A. Youngblood:
PD supporting CS and math integration: implications of teacher interest and confidence for workshop design. 93-122 - Lauren R. Weisberg, Joanne Barrett, Maya Israel, Don Miller:
A review of arts integration in K-12 CS education: gathering STEAM for inclusive learning. 123-152 - Rafi Santo, Anne Drew Hu, David Phelps, Secil Caskurlu, Kyle Dunbar, Aman Yadav:
"These two worlds are antithetical": epistemic tensions in integrating computational thinking in K12 humanities and arts. 153-189 - Josh Tenenberg, Donald Chinn:
Epistemic practices in conceptions of computer science. 190-211
Volume 35, Number 2, April 2025
- Brian Dorn, Jan Vahrenhold:
Editorial. 213-215 - Henriette Holmegaard, Louise Archer, Spela Godec, Emma Watson, Emily MacLeod, Jennifer Dewitt, Julie Moote:
Feeling the weight of the water: a longitudinal study of how capital and identity shape young people's computer science trajectories over time, age 10-21. 238-266 - Sukanya Kannan Moudgalya, Michael Lachney, Aman Yadav, Madison C. Allen Kuyenga:
What does the phrase "diverse students" mean? An exploration of CS teachers' ideas of race, culture, and community in their classrooms. 292-320 - Paulina Haduong, Karen Brennan:
Getting unstuck together: creating personally authentic programming projects in a 4 th grade classroom. 342-377 - Lijun Shen, Zitsi Mirakhur, Sarah LaCour:
Investigating the psychometric features of a locally designed computational thinking assessment for elementary students. 414-433
Volume 35, Number 3, July 2025
- Tianxiao Yang, Jongpil Cheon:
Investigating the discrepancy between students' self-efficacy and their performance regarding computational thinking. 435-456 - Christina Glasauer, Martin K.-C. Yeh, Lois Anne DeLong, Yu Yan, Yanyan Zhuang:
"C"ing the light - assessing code comprehension in novice programmers using C code patterns. 457-481 - Marko Lubarda, Alex Phan, Curt Schurgers, Nathan Delson, Maziar Ghazinejad, Saharnaz Baghdadchi, Mia Minnes, M. Kim, Celeste Pilegard, Josephine Relaford-Doyle, Carolyn Sandoval, Huihui Qi:
Virtual pair programming and online oral exams: effects on social interaction, performance, and academic integrity in a remote computer programming course. 482-522 - Sarah L. Rodriguez, Amanda Ross:
How offering a free introductory AI computing course at a hispanic-serving community college influences computing interests for enrolled students? 523-549 - Molly Domino, Bob Edmison, Stephen H. Edwards, Rifat Sabbir Mansur, Alexandra Thompson, Clifford A. Shaffer:
Identifying critical self-regulated learning skills: a Delphi process study. 550-577 - Hege Annette Olstad, Birgit Rognebakke Krogstie, Xiaomeng Su, Rune Hjelsvold:
Enabling computing students to recognize acquired competencies with ePortfolios. 578-605 - Timothy Kluthe, Hannah Stabler, Amelia McNamara, Andreas Stefik:
A randomized controlled trial on the nomenclature of scientific computing. 606-634 - W. Monty Jones, Katherine Hansen, Douglas Lusa Krug, Michael L. Schad, Nakisha Whittington, Xun Liu:
Digital music composition: the effects of computer coding musical compositions on adult learners' attitudes toward computer science. 635-667
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