• Analyzing CS competencies using the SOLO taxonomy (Seite 1 - 1) (Claus Brabrand, Bettina Dahl) (2009)
• Useful sharing (Seite 2 - 2) (Sally Fincher) (2009)
• The bologna process in European education (Seite 3 - 3) (Patrick Porcheron) (2009)
• ILE-idol (Seite 4 - 5) (Sally Fincher, Stephen Cooper, Michael Kölling, Ian Utting) (2009)
• An instructional approach to drive computer science courses through virtual learning environments (Seite 6 - 10) (Félix Buendía, Juan-Carlos Cano, José-Vicente Benlloch) (2009)
• Coverage of course topics in a student generated MCQ repository (Seite 11 - 15) (Paul Denny, Andrew Luxton-Reilly, John Hamer, Helen C. Purchase) (2009)
• Using a groupware system in CS1 to engage introverted students (Seite 16 - 20) (Gloria Childress Townsend) (2009)
• Freedom of choice as motivational factor for active learning (Seite 21 - 25) (Atanas Radenski) (2009)
• The student view on online peer reviews (Seite 26 - 30) (Christine Bauer, Kathrin Figl, Michael Derntl, Peter Paul Beran, Sonja Kabicher) (2009)
• Learning from and with peers - the different roles of student peer reviewing (Seite 31 - 35) (Harald Søndergaard) (2009)
• Democracy in the classroom - an exercise for the first days of CS1 (Seite 36 - 39) (Don Blaheta) (2009)
• An academic kit for integrating mobile devices into the CS curriculum (Seite 40 - 44) (Qusay H. Mahmoud, Thanh Ngo, Razieh Niazi, Pawel Popowicz, Robert Sydoryshyn, Matthew Wilks, Dave Dietz) (2009)
• A course on algorithms and data structures using on-line judging (Seite 45 - 49) (Ginés García-Mateos, José Luis Fernández Alemán) (2009)
• Engaging students in specification and reasoning - "hands-on" experimentation and evaluation (Seite 50 - 54) (Murali Sitaraman, Jason O. Hallstrom, Jarred White, Svetlana Drachova-Strang, Heather K. Harton, Dana P. Leonard, Joan Krone, Rich Pak) (2009)
• Software reuse and plagiarism - a code of practice (Seite 55 - 59) (J. Paul Gibson) (2009)
• A story-telling approach for a software engineering course design (Seite 60 - 64) (Henrik Bærbak Christensen) (2009)
• A "communication skills for computer scientists" course (Seite 65 - 69) (Lillian Blume, Ronald M. Baecker, Christopher Collins, Aran Donohue) (2009)
• Free technology academy - a European initiative for distance education about free software and open standards (Seite 70 - 74) (David Megías, Wouter Tebbens, Lex Bijlsma, Francesc Santanach) (2009)
• Relating research and teaching - learning from experiences and beliefs (Seite 75 - 79) (Su White, Alastair Irons) (2009)
• The use of a controlled wireless testbed in courses (Seite 80 - 84) (Peter Steenkiste) (2009)
• 802.11 wireless experiments in a virtual world (Seite 85 - 89) (Thomas Sturgeon, Colin Allison, Alan Miller) (2009)
• Database and database application security (Seite 90 - 93) (Huwida E. Said, Mário Guimarães, Zakaria Maamar, Leon Jololian) (2009)
• Enthusing & inspiring with reusable kinaesthetic activities (Seite 94 - 98) (Paul Curzon, Peter W. McOwan, Quintin I. Cutts, Tim Bell) (2009)
• The effect of CS unplugged on middle-school students' views of CS (Seite 99 - 103) (Rivka Taub, Mordechai Ben-Ari, Michal Armoni) (2009)
• Using game creation for teaching computer programming to high school students and teachers (Seite 104 - 108) (Mohammed Al-Bow, Debra Austin, Jeffrey Edgington, Rafael Fajardo, Joshua Fishburn, Carlos Lara, Scott T. Leutenegger, Susan Meyer) (2009)
• Interleaved pattern composition and scaffolded learning (Seite 109 - 113) (David Ginat) (2009)
• Exposure to research through replication of research - a case in complex networks (Seite 114 - 118) (Ali Erkan, Sam Newmark, Nicolas Ommen) (2009)
• Active learning of greedy algorithms by means of interactive experimentation (Seite 119 - 123) (J. Ángel Velázquez-Iturbide, Antonio Pérez-Carrasco) (2009)
• Curing recursion aversion (Seite 124 - 128) (Katherine Gunion, Todd Milford, Ulrike Stege) (2009)
• Differences in beliefs and attitudes about computer science among students and faculty of the bachelor program (Seite 129 - 133) (Jacob Perrenet) (2009)
• What were they thinking? (Seite 134 - 138) (Roy P. Pargas, Samuel P. Bryfczynski) (2009)
• Undergraduate research in CS - a global perspective (Seite 139 - 140) (Lawrence D'Antonio, Roger D. Boyle, Amruth N. Kumar, Logan Muller, Claudia Roda, Matti Tedre) (2009)
• Anchor garden - an interactive workbenchfor basic data concept learningin object oriented programming languages (Seite 141 - 145) (Motoki Miura, Taro Sugihara, Susumu Kunifuji) (2009)
• Extending moodle to better support computing education (Seite 146 - 150) (Guido Rößling, Andreas Kothe) (2009)
• Developing programming skills by using interactive learning objects (Seite 151 - 155) (Jorge Villalobos, Nadya A. Calderón, Camilo Jiménez) (2009)
• Affective and behavioral predictors of novice programmer achievement (Seite 156 - 160) (Ma. Mercedes T. Rodrigo, Ryan Shaun Baker, Matthew C. Jadud, Anna Christine M. Amarra, Thomas Dy, Maria Beatriz V. Espejo-Lahoz, Sheryl Ann L. Lim, Sheila A. M. S. Pascua, Jessica O. Sugay, Emily S. Tabanao) (2009)
• Further evidence of a relationship between explaining, tracing and writing skills in introductory programming (Seite 161 - 165) (Raymond Lister, Colin J. Fidge, Donna Teague) (2009)
• Improving the mental models held by novice programmers using cognitive conflict and jeliot visualisations (Seite 166 - 170) (Linxiao Ma, John D. Ferguson, Marc Roper, Isla Ross, Murray Wood) (2009)
• The academic enhancement program - encouraging students to learn about learning as part of their computing science courses (Seite 171 - 175) (Diana Cukierman, Donna McGee Thompson) (2009)
• Need to consider variations within demographic groups when evaluating educational interventions (Seite 176 - 180) (Amruth N. Kumar) (2009)
• Computer science student transformations - changes and causes (Seite 181 - 185) (Jan Erik Moström, Jonas Boustedt, Anna Eckerdal, Robert McCartney, Kate Sanders, Lynda Thomas, Carol Zander) (2009)
• Adaptation of team-based learning on a first term programming class (Seite 186 - 190) (Patricia Lasserre) (2009)
• The professor on your PC - a virtual CS1 course (Seite 191 - 195) (Judith Gal-Ezer, Tamar Vilner, Ela Zur) (2009)
• Introducing abstraction and decomposition to novice programmers (Seite 196 - 200) (Raja Sooriamurthi) (2009)
• Computational thinking (CT) - on weaving it in (Seite 201 - 202) (Paul Curzon, Joan Peckham, Harriet G. Taylor, Amber Settle, Eric Roberts) (2009)
• Virtual machines - abstraction and implementation (Seite 203 - 207) (Shimon Schocken) (2009)
• Blackjack-playing agents in an advanced AI course (Seite 208 - 212) (Jeffrey L. Popyack) (2009)
• Hybrid and custom data structures - evolution of the data structures course (Seite 213 - 217) (Daniel J. Ernst, Daniel E. Stevenson, Paul J. Wagner) (2009)
• Paired professional development - a methodology for continued professional development in computer science (Seite 218 - 222) (Walter Pharr, Christopher W. Starr, Caroline S. Starr) (2009)
• Learning styles - novices decide (Seite 223 - 227) (Carol Zander, Lynda Thomas, Beth Simon, Laurie Murphy, Renée McCauley, Brian Hanks, Sue Fitzgerald) (2009)
• The effect of visualizing roles of variables on student performance in an introductory programming course (Seite 228 - 232) (Nouf M. Al-Barakati, Arwa Y. Al-Aama) (2009)
• Why are we still here? - experiences of successful women in computing (Seite 233 - 237) (Hannah M. Dee, Karen E. Petrie, Roger D. Boyle, Reena Pau) (2009)
• INSPIRED broadening participation - first year experience and lessons learned (Seite 238 - 242) (Peggy Israel Doerschuk, Jiangjiang Liu, Judith Mann) (2009)
• Exploring technologies for building collaborative learning communities among diverse student populations (Seite 243 - 247) (Nicole Anderson, Chi-Cheng Lin) (2009)
• A music context for teaching introductory computing (Seite 248 - 252) (Ananya Misra, Douglas S. Blank, Deepak Kumar) (2009)
• A unified approach to introductory computer science - can one size fit all? (Seite 253 - 257) (Timothy Huang, Amy Briggs) (2009)
• Influence of the familiarization with "scratch" on future teachers' opinions and attitudes about programming and ICT in education (Seite 258 - 262) (Georgios Fesakis, Kiriaki Serafeim) (2009)
• Evaluating student experiences in developing software for humanity (Seite 263 - 267) (Gregory W. Hislop, Heidi J. C. Ellis, Ralph A. Morelli) (2009)
• Teaching design patterns using a family of games (Seite 268 - 272) (Marco Antonio Gómez-Martín, Guillermo Jiménez-Díaz, Javier Arroyo) (2009)
• Evaluation of a software engineering course by reflection (Seite 273 - 277) (Ohad Barzilay, Orit Hazzan, Amiram Yehudai) (2009)
• Computer science issues in high school - gender and more... (Seite 278 - 282) (Judith Gal-Ezer, Daphna Shahak, Ela Zur) (2009)
• The development and implementation of a context-based curricular framework for computer science education in high schools (Seite 283 - 287) (Christopher W. Starr, Doug Bergman, Phil Zaubi) (2009)
• Bridging ICT and CS - educational standards for computer science in lower secondary education (Seite 288 - 292) (Torsten Brinda, Hermann Puhlmann, Carsten Schulte) (2009)
• Xen worlds - leveraging virtualization in distance education (Seite 293 - 297) (Benjamin R. Anderson, Amy K. Joines, Thomas E. Daniels) (2009)
• First experiences with a classroom recording system (Seite 298 - 302) (Paul E. Dickson, W. Richards Adrion, Allen R. Hanson, David T. Arbour) (2009)
• Virtualizing office hours in CS 50 (Seite 303 - 307) (David J. Malan) (2009)
• "Mailing it in" - email-centric automated assessment (Seite 308 - 312) (Joseph A. Sant) (2009)
• Estimating programming knowledge with Bayesian knowledge tracing (Seite 313 - 317) (Jussi Kasurinen, Uolevi Nikula) (2009)
• Generalised diagram revision tools with automatic marking (Seite 318 - 322) (Pete G. Thomas, Kevin G. Waugh, Neil Smith) (2009)
• WriteOn1.0 - a tablet PC-based tool for effective classroom instruction (Seite 323 - 327) (Samantha Chandrasekar, Joseph G. Tront, Jane C. Prey) (2009)
• A visualisation tool for the programming process (Seite 328 - 332) (Charles Boisvert) (2009)
• Analyzing the use of a rubric-based grading tool (Seite 333 - 337) (Tuukka Ahoniemi, Ville Karavirta) (2009)
• A visual proof of amortised-linear resizable arrays (Seite 338 - 338) (Don Blaheta) (2009)
• Interactive visualization of recursion with SRec (Seite 339 - 339) (J. Ángel Velázquez-Iturbide, Antonio Pérez-Carrasco, Jaime Urquiza-Fuentes) (2009)
• Video courseware for teaching operating systems with Windows (Seite 340 - 340) (Seung-won Hwang) (2009)
• Design patterns to support teaching of automata theory (Seite 341 - 341) (Agathe Merceron) (2009)
• VAST - a visualization-based educational tool for language processors courses (Seite 342 - 342) (Francisco J. Almeida-Martínez, Jaime Urquiza-Fuentes, J. Ángel Velázquez-Iturbide) (2009)
• Cooperative learning to support the lacks of PBL (Seite 343 - 343) (Javier García Martín) (2009)
• Peer assessments using the moodle workshop tool (Seite 344 - 344) (John F. Dooley) (2009)
• Alice first - 3D interactive game programming (Seite 345 - 345) (Robert H. Seidman) (2009)
• Progressive assignment in CS1 (Seite 346 - 346) (Mirela Djordjevic) (2009)
• Running a programming contest in an introductory computer science course (Seite 347 - 347) (Arnold Rosenbloom) (2009)
• Rich content plug-ins for the teaching machine (Seite 348 - 348) (Theodore S. Norvell, Michael Bruce-Lockhart) (2009)
• Unit testing in Java (Seite 349 - 349) (Viera K. Proulx, Weston Jossey) (2009)
• Two novel prolog assignments (Seite 350 - 350) (Jonathan Mohr) (2009)
• Tool support for teaching responsibility-driven design (Seite 351 - 351) (Yanic Inghelbrecht) (2009)
• The role of collective efficacy and collaborative learning behavior in learning computer science through CSCL (Seite 352 - 352) (Shu-Ling Wang, Gwo-Haur Hwang, Ju-Chun Chu, Pei-Shan Tsai) (2009)
• Computing science - what do pupils think? (Seite 353 - 353) (Alison Mitchell, Helen C. Purchase, John Hamer) (2009)
• Automatically identifying learners' problem solving strategies in-process solving algorithmic problems (Seite 354 - 354) (Ulrich Kiesmüller, Torsten Brinda) (2009)
• Ensemble - enriching communities and collections to support education in computing (Seite 355 - 355) (Lillian (Boots) Cassel, Hislop Gregory, Bharath Nadella) (2009)
• How to teach programming in secondary education - first results of a PhD project (Seite 356 - 356) (Mara Saeli) (2009)
• The attributes of task difficulty in informatics in secondary education - first results of an empirical study (Seite 357 - 357) (Kirsten Schlüter, Torsten Brinda) (2009)
• Using coding patterns in a model-driven approach to teaching object oriented programming (Seite 358 - 358) (James H. Paterson, John Haddow, Ka Fai Cheng) (2009)
• AARTIC - development of an intelligent environment for human learning (Seite 359 - 359) (Faten Mhiri, Sylvie Ratté) (2009)
• Working across time zones in cross-cultural student teams (Seite 360 - 360) (Rukiye Altin, Mustafà Bektik, Nuray Eksioglu, Can Koray, Ömer Canbek Öner, Merve Sadetas, Hilal Sener, Duygu Simsek, Ching-Chen Ma, Christine Price, Christopher R. Routh) (2009)
• The two states of the mind to teach UML (Seite 361 - 361) (Luis de Marcos, Fernando Flores, José-Javier Martínez) (2009)
• Guided learning via diagnostic feedback to question responses (Seite 362 - 362) (Dominic Palmer-Brown, Chrisina Draganova, Sin Wee Lee) (2009)
• Long-term software projects development - the affect of students' self-appreciation and initial expectations (Seite 363 - 363) (Bruria Haberman, Cecile Yehezkel) (2009)
• Introducing the interactive whiteboard in computer science teaching - a high school experience (Seite 364 - 364) (Anita Cassapu) (2009)
• Use of intuitive tools to enhance student learning and user experience (Seite 365 - 365) (Rukiye Altin, Mustafà Bektik, Nuray Eksioglu, Can Koray, Ömer Canbek Öner, Merve Sadetas, Hilal Sener, Duygu Simsek, Ching-Chen Ma, Christine Price, Christopher R. Routh) (2009)
• Masters degrees in computing (Seite 366 - 366) (Lillian N. Cassel, Gordon Davies, Stephen Seidman) (2009)
• Teach real-time embedded system online with real hands-on labs (Seite 367 - 367) (Kai Qian, Jigang Liu, Lixin Tao) (2009)
• A collaborative ubiquitous learning platform for computer science education (Seite 368 - 368) (Judy C. R. Tseng, Sunny Y. Y. Hsu, Gwo-Jen Hwang) (2009)
• Automatic E-learning contents composition by using gap analysis techniques (Seite 369 - 369) (Juan-Manuel de Blas, José María Gutiérrez, Luis de Marcos, Roberto Barchino) (2009)
• Graduate attributes and performance measures - refinements in assessing programs (Seite 370 - 370) (John Impagliazzo) (2009)
• Evaluating students' programs using automated assessment - a case study (Seite 371 - 371) (John English, Tammy Rosenthal) (2009)
• Learning method based on collaborative assessment performed by the students - an application to computer science (Seite 372 - 372) (Higinio Mora Mora, Maria Teresa Signes Pont, Rafael Camps Jordá, Juan Manuel García Chamizo) (2009)
• Developing classification criteria for programming tasks (Seite 373 - 373) (Bronius Skupas, Valentina Dagiene, Miguel A. Revilla) (2009)
• Revised associate-level curricular guidelines in computer science (Seite 374 - 374) (Elizabeth K. Hawthorne, Karl J. Klee, Robert D. Campbell, Anita M. Wright) (2009)
• Object-oriented design with trace modeler and Trace4J (Seite 375 - 375) (Yanic Inghelbrecht) (2009)
• Visualizing compression algorithms on-the-fly (Seite 376 - 376) (Guido Rößling, Florian Lindner) (2009)
• Rubyric - an online assessment tool for effortless authoring of personalized feedback (Seite 377 - 377) (Tapio Auvinen, Ville Karavirta, Tuukka Ahoniemi) (2009)
• Inducing student interaction in a virtual environment (Seite 378 - 378) (Felipe Tirado, Alfonso Bustos, Alejandro Miranda, Ana Elena Del Bosque) (2009)
• Towards automatic syllabi matching (Seite 379 - 379) (Marco Ronchetti, Joseph Sant) (2009)
• Blended learning for teaching operating systems with Windows (Seite 380 - 380) (Seung-won Hwang) (2009)
• Musicomputation - a pilot course exploring a pre-college computer science curriculum (Seite 381 - 381) (Marilyn C. Cole, Evan Korth, Adam L. Meyers, Sam Pluta) (2009)
• CPATH - distributed expertise - collaborating with other disciplines (Seite 382 - 382) (Lillian N. Cassel, Thomas Way, Sridhara Potluri) (2009)
• WAPPEN - a web-based application framework for programming and its bison/flex plug-in (Seite 383 - 383) (Koji Kagawa) (2009)
• Social engineering - a serious underestimated problem (Seite 384 - 384) (Guido Rößling, Marius Müller) (2009)
• Teaching software architectures and aspect-oriented software development using open-source projects (Seite 385 - 385) (Cristóbal Costa Soria, Jennifer Pérez) (2009)
• Fine arts perspective in user interface design (Seite 386 - 386) (Can Kültür, Ilgim Veryeri Alaca) (2009)
• Dzver - a visual computer science learning environment (Seite 387 - 387) (Alex Pantaleev) (2009)
• Technology infrastructure in support of a medical & bioinformatics masters degree (Seite 388 - 388) (Günter Tusch, Paul Leidig, Greg Wolffe, David Elrod, Carl Strebel) (2009)
• GraphPad - a graph creation tool for CS2/CS7 (Seite 389 - 389) (Samuel P. Bryfczynski, Roy P. Pargas) (2009)
• Replacing introductory programming courses with a broader perspective on computing (Seite 390 - 390) (Gregory W. Hislop) (2009)
• The positive effects of explanation after CE in AVBL (Seite 391 - 391) (Antonios Saravanos, Charles K. Kinzer) (2009)
• Extending parameterized problem-tracing questions for Java with personalized guidance (Seite 392 - 392) (I-Han Hsiao, Sergey A. Sosnovsky, Peter Brusilovsky) (2009)
• APEINTA - a spanish educational project aiming for inclusive education in and out of the classroom (Seite 393 - 393) (Ana Iglesias, Lourdes Moreno, Pablo Revuelta, Javier Jiménez) (2009)
• Tail recursion by using function generalization (Seite 394 - 394) (Manuel Rubio-Sánchez, J. Ángel Velázquez-Iturbide) (2009)
• A system for integral efficiency analysis of sustainable technologies (Seite 395 - 395) (Guido Rößling, Yavor Kolarov) (2009)
• The use of MUVE technology in teaching AI algorithms (Seite 396 - 396) (David C. Moffat, Kathryn Trinder) (2009)
• Mental models of recursive computations vs. recursive analysis in the problem domain (Seite 397 - 397) (Claudio Mirolo) (2009)
• Keeping the pace in CS-1 through the use of CMS (Seite 398 - 398) (Can Kültür) (2009)
• Use of mobile phone technologies in learning (Seite 399 - 399) (Chrisina Draganova) (2009)
• Visual examples of recursion (Seite 400 - 400) (Ben Stephenson) (2009)
• Making the case for mobile game development (Seite 401 - 401) (Stan Kurkovsky) (2009)
• Concurrency and parallelism in the computing ontology (Seite 402 - 402) (Lillian N. Cassel, Richard J. LeBlanc, Andrew D. McGettrick, Michael Wrinn) (2009)
• How do robots foster the learning of basic concepts in informatics? (Seite 403 - 403) (Bernhard Wiesner, Torsten Brinda) (2009)

• Guide to Teaching Computer Science (Orit Hazzan, Tami Lapidot, Noa Ragonis) (2011)   
  • 5. Problem-Solving Strategies    
• Shut down or restart? - The way forward for computing in UK schools (The Royal Society) (2012)    
  • 4. The School Curriculum

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