• 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 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)

• ICER 2010 - Proceedings of the Sixth International Workshop on Computing Education Research, Aarhus, Denmark, August 9-10, 2010 (Michael E. Caspersen, Michael J. Clancy, Kate Sanders) (2010)
  • Learning computer science concepts with scratch (Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari) (2010)   
• Koli Calling 2010 - 10th Koli Calling International Conference on Computing Education Research, Koli Calling '10, Koli, Finland, October 28-31, 2010 (Carsten Schulte, Jarkko Suhonen) (2010)
  • Review of recent systems for automatic assessment of programming assignments (Petri Ihantola, Tuukka Ahoniemi, Ville Karavirta, Otto Seppälä) (2010)   
• 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
• Visual Program Simulation in Introductory Programming Education (Juha Sorva) (2012)   
• ICER 2012 - International Computing Education Research Conference, ICER '12, Auckland, New Zealand, September 10-12, 2012 (Alison Clear, Kate Sanders, Beth Simon) (2012)
  • How do students solve parsons programming problems? - an analysis of interaction traces (Juha Helminen, Petri Ihantola, Ville Karavirta, Lauri Malmi) (2012)   
• Koli Calling 2013 - 13th Koli Calling International Conference on Computing Education Research, Koli Calling '13, Koli, Finland, November 14-17, 2013 (Mikko-Jussi Laakso, Simon) (2013)
  • The use of code reading in teaching programming (Teresa Busjahn, Carsten Schulte) (2013)   
• ICER 2014 - International Computing Education Research Conference, ICER 2014, Glasgow, United Kingdom, August 11-13, 2014 (Quintin I. Cutts, Beth Simon, Brian Dorn) (2014)
  • A structured approach to teaching recursion using cargo-bot (Elynn Lee, Victoria Shan, Bradley Beth, Calvin Lin) (2014)   
• 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)
  • A comparison of the field data management and its representation in secondary CS curricula (Andreas Grillenberger, Ralf Romeike) (2014)   
• Strategisches Studienmarketing zur Begünstigung der Aufnahme eines Informatik-Studiums (Christian Götz) (2015)
• Informatische Schlüsselkompetenzen (Christina Dörge) (2015)   
• Digital Divas - Putting the Wow Into Computing for Girls (Julie Fisher, Catherine Lang, Annemieke Craig, Helen Forgasz) (2016)  
• 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)   
  • 49. Measuring Learners’ Interest in Computing (Education) - Development of an Instrument and First Results (Torsten Brinda, David Tobinski, Stefan Schwinem)   
  • 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)   
• Development and Evaluation of Concepts and Tools to Reinforce Gender Equality by Engaging Female Teenagers in Coding (Bernadette Spieler) (2018)   
• Empowering learners with tools in CS education - Physical computing in secondary schools (Mareen Grillenberger, Ralf Romeike) (2018)   
• Personalisiertes Lernen mit digitalen Medien - Ein roter Faden (Wayne Holmes, Stamatina Anastopoulou, Heike Schaumburg, Manolis Mavrikis) (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)
  • Flexible low-cost activities to develop novice code comprehension skills in schools (Peter Donaldson, Quintin I. Cutts) (2018)   
  • Developing a theoretically founded data literacy competency model (Andreas Grillenberger, Ralf Romeike) (2018)   
• Informatics in Schools: Fundamentals of Computer Science and Software Engineering (Sergei Pozdniakov, Valentina Dagienė) (2018)   
  • Standards for Higher Secondary Education for Computer Science in Germany (Arno Pasternak, Lutz Hellmig, Gerhard Röhner)   
  • Evaluation of Learning Informatics in Primary Education (Johannes Magenheim, Kathrin Müller, Carsten Schulte, Nadine Bergner, Kathrin Haselmeier, Ludger Humbert, Dorothee Müller, Ulrik Schroeder)   
• 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)
  • Stochastic Tree-Based Generation of Program-Tracing Practice Questions (Anderson Thomas, Troy Stopera, Pablo Frank-Bolton, Rahul Simha) (2019)   
• Lernen mit Bildungstechnologien - Praxisorientiertes Handbuch zum intelligenten Umgang mit digitalen Medien (Helmut M. Niegemann, Armin Weinberger) (2019)
  • 33. Interaktivität und Adaptivität in multimedialen Lernumgebungen (Helmut M. Niegemann, Steffi Heidig)   
• 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)
  • Toward Understanding and Enhancing Novice Students' Mental Models in Computer Science - Doctoral Consortium Abstract (Briana Bettin) (2019)   
• Proceedings of the 14th Workshop in Primary and Secondary Computing Education, WiPSCE 2019, Glasgow, Scotland, UK, October 23-25, 2019 (2019)
  • From 'Use' to 'Choose' - Scaffolding CT Curricula and Exploring Student Choices while Programming (Practical Report) (Nicholas Lytle, Veronica Cateté, Amy Isvik, Danielle Boulden, Yihuan Dong, Eric N. Wiebe, Tiffany Barnes) (2019)   
• 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)
  • Diagramming as a Strategy for Primary/Elementary-Age Program Comprehension (Jean Salac) (2020)   
  • A Quantitative Study of Faculty Views on the Goals of an Undergraduate CS Program and Preparing Students for Industry (Sander Valstar, Caroline Sih, Sophia Krause-Levy, Leo Porter 0001, William G. Griswold) (2020)   
• WiPSCE '20 - Workshop in Primary and Secondary Computing Education, Virtual Event, Germany, October 28-30, 2020 (Torsten Brinda, Michal Armoni) (2020)
  • Investigating the relationship between programming and natural languages within the primm framework (Alex Parry) (2020)   
  • Primary school teachers' beliefs on computer science as a discipline and as a school subject (Alexander Best) (2020)   
• Informatics in Schools: Engaging Learners in Computational Thinking - 13th International Conference, ISSEP 2020, Tallinn, Estonia, November 16-18, 2020 Proceedings (Külli Kori, Mart Laanpere) (2020)   
  • Tips and Tricks for Changing the Way Young People Conceive Computer Science (Cécile Lombart, Anne Smal, Julie Henry)   
• 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)
  • Fundamentals of Physical Computing - Determining Key Concepts in Embedded Systems and Hardware/Software Co-Design (Mareen Przybylla, Andreas Grillenberger) (2021)   
• Informatics in Schools. Beyond Bits and Bytes: Nurturing Informatics Intelligence in Education - 16th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2023, Lausanne, Switzerland, October 23–25, 2023 (Jean-Philippe Pellet, Gabriel Parriaux) (2023)   
  • Investigating the Role of ChatGPT in Supporting Text-Based Programming Education for Students and Teachers (Markus Wieser, Klaus Schöffmann, Daniela Stefanics, Andreas Bollin, Stefan Pasterk)   
• Informatikunterricht im Zyklus 2: Variablen - Eine Design-Based-Research Studie (Lea Gisler) (2024)   

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.