• Computing as a Discipline (Peter Denning, D. E. Comer, David Gries, Michael C. Mulder, Allen B. Tucker, A. Joe Turner, Paul R. Young) (1989)   
• The trouble with for-loop invariants (Seite 1 - 4) (William J. Collins) (1988)   
• File processing - a correctness approach (Seite 5 - 8) (Richard M. Plishka) (1988)   
• A phased programming paradigm (Seite 9 - 12) (C. T. Zahn) (1988)   
• Requiring CS1 students to write requirements specifications - a rationale, implementation suggestions, and a case study (Seite 13 - 16) (Dale A. Brown) (1988)   
• The effective use of undergraduates to staff large introductory CS courses (Seite 22 - 25) (Stuart Reges, John McGrory, Jeff Smith) (1988)   
• The multiuser calculator - an operating system project (Seite 32 - 35) (Jerud J. Mead) (1988)   
• Computing as a discipline - preliminary report of the ACM task force on the core of computer science (Seite 41 - 41) (1988)   
• Introductory computer science - the case for a unified view (Seite 44 - 48) (J. Stanley Warford) (1988)
• The case for Modula-2 in CS1 and CS2 (Seite 49 - 53) (Elliot B. Koffman) (1988)   
• An introduction to the parallel distributed processing model of cognition and some examples of how it is changing the teaching of artificial intellige (Seite 59 - 62) (George M. Whitson) (1988)   
• Program complexity - a tutorial (Seite 73 - 77) (David Finkel, Gary Haggard) (1988)   
• A major in computer applications for small liberal arts colleges (Seite 90 - 94) (J. Wey When, Gordon R. Jones) (1988)   
• The role of mathematics in the computer science curriculum (Seite 100 - 103) (James Bradley) (1988)   
• A student system development diagrammer (Seite 104 - 108) (Iraj Hirmanpour) (1988)   
• Choosing group projects for advanced systems courses (Seite 109 - 115) (Daniel Farkas) (1988)   
• Introducing knowledge-based projects in a systems development course (Seite 114 - 118) (Vijay Kanabar) (1988)   
• Requirement methods - a graduate level course that integrates software engineering principles with information systems theory (Seite 119 - 123) (Gayle J. Yaverbaum) (1988)   
• The role of supercomputers in higher education (Seite 134 - 134) (Larry Neal, John Connolly, Doyle D. Knight, David Matthews-Morgan) (1988)   
• Application frameworks - experience with MacApp (Seite 142 - 147) (John R. Pugh, Cafee Leung) (1988)   
• A simple technique to motivate structured programming (Seite 153 - 155) (Terry Flaherty) (1988)   
• Using assembly language to teach concepts in the introductory course (Seite 158 - 162) (Barry J. Donahue) (1988)   
• Planning and implementing an internship program for undergraduate computer science students (Seite 168 - 170) (Ted Mims, Raymond Folse, Andrea Martin) (1988)   
• «Cactus Systems» - a computer science practicum that is more than a capstone (Seite 176 - 180) (Charles P. Howerton) (1988)   
• Recruiting more computer science students - what to do after the «glamour» has gone away? (Seite 181 - 181) (William E. McBride, James Calhoun, James L. Richards, Harriet G. Taylor, F. Garnet Walters) (1988)   
• A transition from bubble to shell sort (Seite 183 - 184) (Joseph B. Klerlein, Curtis Fullbright) (1988)   
• Should short, relatively complex algorithms be taught using both graphical and verbal methods? Six replications (Seite 185 - 189) (David A. Scanlan) (1988)   
• Teaching database using a real DBMS - experience with INGRES (Seite 195 - 199) (David F. Haas) (1988)   
• The computer background of incoming freshman - looking for emerging trends (Seite 210 - 214) (Jan L. Harrington) (1988)   
• Retraining pre-college teachers - a survey of state computing coordinators (Seite 215 - 218) (Harriet G. Taylor, Cathleen A. Norris) (1988)   
• IBM 3270 full screen interactive programming without CICS (Seite 219 - 222) (Hilton Chen, Wayne Summers) (1988)   
• A microcomputer oriented computer literacy course (Seite 225 - 229) (Alice L. Clarke, Gerald W. Adkins) (1988)   
• The impact of menus and command-level feedback on learners' acquisition of data base language skills (Seite 230 - 234) (Mary Sumner, James Benjamin) (1988)   
• Using concept expansion and level integration in an introductory computer science course (Seite 244 - 248) (Barry L. Kurtz, J. Mack Adams) (1988)   
• Modeling in Prolog (Seite 259 - 262) (John Najarian) (1988)   
• Goal-oriented laboratory development in CS/EE (Seite 267 - 267) (Keith Barker, A. Wayne Bennett, Gordon E. Stokes, Mike Lucas, Maarten van Swaay) (1988)   
• Learning recursion as a concept and as a programming technique (Seite 275 - 278) (Susan Wiedenbeck) (1988)   
• Spin-out - the Chinese rings in the classroom (Seite 279 - 282) (Brian A. Rudolph) (1988)   
• A content analysis of ten introduction to programming textbooks (Seite 283 - 287) (H. Willis Means) (1988)   
• Should computer science examinations contain «programming» problems? (Seite 288 - 292) (Donald J. Bagert) (1988)   
• Computing trends in small liberal arts colleges (Seite 299 - 303) (Peter D. Smith) (1988)   
• Microprogramming a watch - tools for a course in computer organization (Seite 309 - 312) (Pierre A. von Kaenel) (1988)   
• Varieties of computer graphics courses in computer science (Seite 313 - 313) (Steve Cunningham, Judith R. Brown, Robert P. Burton, Mark Ohlson) (1988)   

• Sichtweisen der Informatik (Wolfgang Coy, Frieder Nake, Jörg-Martin Pflüger, Arno Rolf, Jürgen Seetzen, Dirk Siefkes, Reinhard Stransfeld) (1992)   
• Computer Science, Communications and Society - A technical and cultural challenge, Conference Proceedings Neuchâtel, 9/93 (1993)  
  • Automata - Tools - Media: Three Views on Computing (Wolfgang Coy)  
• Informatik und Ausbildung - GI-Fachtagung 98, Informatik und Ausbildung, Stuttgart, 30. März - 1. April 1998 (Volker Claus) (1998)  
  • Was heißt und zu welchem Ende studiert man Informatik? - Ein akademischer Diskursbeitrag nebst Anwendung (Frieder Nake) (1998)  
• Theory of Computation as a Vehicle for Teaching Fundamental Concepts of Computer Science - Thesis 15035, ETH Zürich, D-INFK, May 2003 (Raimond Reichert) (2003)    
  • 1. ICT: A Challenge for the Information Society
• Great principles of computing (Peter Denning) (2003)   
• Didaktik der Informatik (Sigrid E. Schubert, Andreas Schwill) (2004)  
• Why the High Attrition Rate for Computer Science Students - Some Thoughts and Observations (Theresa Beaubouef, John Mason) (2005)   
• Is computer science science? (Peter Denning) (2005)   
• Unterrichtskonzepte für informatische Bildung - 11. Fachtagung Informatik und Schule der Gesellschaft für Informatik (GI) in Dresden (28.-30. September 2005) (Steffen Friedrich) (2005)  
  • Entdeckendes Lernen im Informatik-Unterricht (Ruedi Arnold, Raimond Reichert, Werner Hartmann)  
• Konflikt oder Review - zwei Ansätze für Labors in angewandter Informationssicherheit (Michael Näf, David Basin) (2005)   
• The Development of Computer Science (Matti Tedre) (2006)   
• SIGCSE 2008 - Proceedings of the 39th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 2008, Portland, OR, USA, March 12-15, 2008 (J. D. Dougherty, Susan H. Rodger, Sue Fitzgerald, Mark Guzdial) (2008)
  • A principled approach to teaching OO first (David Gries) (2008)   
• Computing’s Paradigm (Peter J. Denning, Peter A. Freeman) (2009)   
• Lernzielstrukturen im Informatikunterricht (Markus Steinert) (2010)   
• Guide to Teaching Computer Science (Orit Hazzan, Tami Lapidot, Noa Ragonis) (2011)  
  • 3. Overview of the Discipline of Computer Science   
• Visual Program Simulation in Introductory Programming Education (Juha Sorva) (2012)   
• Informatik erweitert Horizonte - 15. GI-Fachtagung "Informatik und Schule" - INFOS 2013 - 26.- 28.09.2013 (2013)   
  • Informatik ist mehr als Informatik! - Oder: Warum sich die Informatik mit dem Leitmedienwechsel befassen muss (Beat Döbeli Honegger) (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)
  • Abstraction as a bridging concept between computer science and physics (Rivka Taub, Michal Armoni, Mordechai Ben-Ari) (2014)   
• Learner-Centered Design of Computing Education - Research on Computing for Everyone (Mark Guzdial) (2015)   
• Misconceptions About Computer Science (Peter Denning, Matti Tedre, Pat Yongpradit) (2017)   
• Informatische Bildung zum Verstehen und Gestalten der digitalen Welt - 17. GI-Fachtagung Informatik und Schule (Ira Diethelm) (2017)  
  • Das Konzept Nature of Computer Science (Yannick Schneider, Andreas Mühling)   
• Computer Science Education - Perspectives on Teaching and Learning in School (Sue Sentance, Erik Barendsen, Carsten Schulte) (2018)   
  • 2. The Nature of Computing as a Discipline (Matti Tedre) (2018)  
• Vorstellungen von Grundschullehrpersonen zur Informatik und zum Informatikunterricht (Alexander Best) (2020)   
• Computational Thinking in Education - A Pedagogical Perspective (Aman Yadav, Ulf Dalvad Berthelsen) (2021)  
  • 1. Computational Thinking - A Professional and Historical Perspective (Matti Tedre, Peter Denning)  

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. Es gibt bisher nur wenige Objekte im Biblionetz, die dieses Werk zitieren.