• The scientific approach to teaching - research as a basis for course design (Seite 1 - 2) (Eric Mazur) (2011)   
• Deciding to major in computer science - a grounded theory of students' self-assessment of ability (Seite 3 - 10) (Colleen M. Lewis, Ken Yasuhara, Ruth E. Anderson) (2011)   
• How CS majors select a specialization (Seite 11 - 18) (Michael Hewner, Mark Guzdial) (2011)   
• CS majors' self-efficacy perceptions in CS1 - results in light of social cognitive theory (Seite 19 - 26) (Päivi Kinnunen, Beth Simon) (2011)   
• Research design - necessary bricolage (Seite 27 - 32) (Sally Fincher, Josh D. Tenenberg, Anthony V. Robins) (2011)   
• Exploring programming assessment instruments - a classification scheme for examination questions (Seite 33 - 38) (Judy Sheard, Simon, Angela Carbone, Donald Chinn, Mikko-Jussi Laakso, Tony Clear, Michael de Raadt, Daryl J. D'Souza, James Harland, Raymond Lister, Anne Philpott, Geoff Warburton) (2011)   
• Do values grow on trees? - expression integrity in functional programming (Seite 39 - 44) (Guillaume Marceau, Kathi Fisler, Shriram Krishnamurthi) (2011)   
• Peer instruction - do students really learn from peer discussion in computing? (Seite 45 - 52) (Leo Porter, Cynthia Bailey Lee, Beth Simon, Daniel Zingaro) (2011)   
• PeerWise - exploring conflicting efficacy studies (Seite 53 - 60) (Paul Denny, Brian Hanks, Beth Simon, Spencer Bagley) (2011)   
• Students' perceptions of the differences between formal and informal learning (Seite 61 - 68) (Jonas Boustedt, Anna Eckerdal, Robert McCartney, Kate Sanders, Lynda Thomas, Carol Zander) (2011)   
• ScriptABLE - supporting informal learning with cases (Seite 69 - 76) (Brian Dorn) (2011)   
• What students (should) know about object oriented programming (Seite 77 - 84) (Peter Hubwieser, Andreas Mühling) (2011)   
• Predicting at-risk novice Java programmers through the analysis of online protocols (Seite 85 - 92) (Emily S. Tabanao, Ma. Mercedes T. Rodrigo, Matthew C. Jadud) (2011)   
• Explaining program code - giving students the answer helps - but only just (Seite 93 - 100) (Simon, Susan Snowdon) (2011)   
• CAL programming tutors that guide students in solving problems and help students building skills (Seite 101 - 108) (Wei Jin, Albert T. Corbett) (2011)   
• Personifying programming tool feedback improves novice programmers' learning (Seite 109 - 116) (Michael J. Lee, Andrew J. Ko) (2011)   
• The «prototype walkthrough» - a studio-based learning activity for human-computer interaction courses (Seite 117 - 124) (Christopher D. Hundhausen, Dana Fairbrother, Marian Petre) (2011)   
• Learning web development - challenges at an earlier stage of computing education (Seite 125 - 132) (Thomas H. Park, Susan Wiedenbeck) (2011)   
• Computing as the 4th «R» - a general education approach to computing education (Seite 133 - 138) (Quintin I. Cutts, Sarah Esper, Beth Simon) (2011)   
• Integrating students' prior knowledge into pedagogy (Seite 139 - 140) (Colleen M. Lewis) (2011)   
• Student views on learning concurrency (Seite 141 - 142) (Jan Erik Moström) (2011)   
• Building professional identity as computer science teachers - supporting secondary computer science teachers through reflection and community building (Seite 143 - 144) (Lijun Ni) (2011)   
• Pedagogical content knowledge in programming education for secondary school (Seite 145 - 146) (Mara Saeli) (2011)   
• Encouraging students to think of code as an algorithmic symphony - the effect of feedback regarding algorithmic abstraction during code production (Seite 147 - 148) (Leigh Ann Sudol-DeLyser) (2011)   

• 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)   
  • Toward a validated computing attitudes survey (Allison Elliott Tew, Brian Dorn, Oliver S. Schneider) (2012)   
  • Subgoal-labeled instructional material improves performance and transfer in learning to develop mobile applications (Lauren E. Margulieux, Mark Guzdial, Richard Catrambone) (2012)   
• ICER 2013 - International Computing Education Research Conference, ICER '13, La Jolla, CA, USA, August 12-14, 2013 (Beth Simon, Alison Clear, Quintin I. Cutts) (2013)
  • Exploring hypotheses about media computation (Mark Guzdial) (2013)   
• 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)
  • Scratch vs. Karel - impact on learning outcomes and motivation (Alexander Ruf, Andreas Mühling, Peter Hubwieser) (2014)   
• 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 B. Morrison, Mark Guzdial) (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)
  • Revisiting rainfall to explore exam questions and performance on CS1 (Antti-Jussi Lakanen, Vesa Lappalainen, Ville Isomöttönen) (2015)   
• 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)
  • With a Little Help From My Friends - An Empirical Study of the Interplay of Students' Social Activities, Programming Activities, and Course Success (Adam S. Carter, Christopher D. Hundhausen) (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)
  • An Instrument to Assess Self-Efficacy in Introductory Algorithms Courses (Holger Danielsiek, Laura Toma, Jan Vahrenhold) (2017)   
  • Social Perceptions in Computer Science and Implications for Diverse Students (Jennifer Wang, Sepehr Hejazi Moghadam, Juliet Tiffany-Morales) (2017)   
• 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)
  • Programming Misconceptions for School Students (Alaaeddin Swidan, Felienne Hermans, Marileen Smit) (2018)   
• How Machine Learning impacts the Undergraduate Computing Curriculum (R. Benjamin Shapiro, Rebecca Fiebrink, Peter Norvig) (2018)   
• 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)   
• Proceedings of the 14th Workshop in Primary and Secondary Computing Education, WiPSCE 2019, Glasgow, Scotland, UK, October 23-25, 2019 (2019)
  • Development of a Questionnaire on Self-concept, Motivational Beliefs, and Attitude Towards Programming (Luzia Leifheit, Katerina Tsarava, Korbinian Moeller, Klaus Ostermann, Jessika Golle, Ulrich Trautwein, Manuel Ninaus) (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)
  • Revisiting Self-Efficacy in Introductory Programming (Phil Steinhorst, Andrew Petersen 0001, Jan Vahrenhold) (2020)   
  • Adaptive Immediate Feedback Can Improve Novice Programming Engagement and Intention to Persist in Computer Science (Samiha Marwan, Ge Gao, Susan R. Fisk, Thomas W. Price, Tiffany Barnes) (2020)   
  • Why do CS1 Students Think They're Bad at Programming? - Investigating Self-efficacy and Self-assessments at Three Universities (Jamie Gorson, Eleanor O'Rourke) (2020)   
• 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)   

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.