• Affective and Cognitive - Designing Educational Experiences that Transform (Seite 1 - 1) (Richard Buckland) (2016)   
• When Everyone Knows CS is the Best Major - Decisions about CS in an Indian context (Seite 3 - 11) (Michael Hewner, Shitanshu Mishra) (2016)   
• Perceived Instrumentality and Career Aspirations in CS1 Courses - Change and Relationships with Achievement (Seite 13 - 21) (Markeya S. Peteranetz, Abraham E. Flanigan, Duane F. Shell, Leen-Kiat Soh) (2016)   
• «I Don't Code All Day» - Fitting in Computer Science When the Stereotypes Don't Fit (Seite 23 - 32) (Colleen M. Lewis, Ruth E. Anderson, Ken Yasuhara) (2016)   
• Evaluation of a Frame-based Programming Editor (Seite 33 - 42) (Thomas W. Price, Neil C. C. Brown, Dragan Lipovac, Tiffany Barnes, Michael Kölling) (2016)   
• Flipping the Assessment of Cognitive Load - Why and How (Seite 43 - 52) (Raina Mason, Simon, Graham Cooper, Barry Wilks) (2016)   
• How Kids Code and How We Know - An Exploratory Study on the Scratch Repository (Seite 53 - 61) (Efthimia Aivaloglou, Felienne Hermans) (2016)   
• Control-Flow-Only Abstract Syntax Trees for Analyzing Students' Programming Progress (Seite 63 - 72) (David Hovemeyer, Arto Hellas, Andrew Petersen, Jaime Spacco) (2016)   
• Analyzing Student Practices in Theory of Computation in Light of Distributed Cognition Theory (Seite 73 - 81) (Maria Knobelsdorf, Christiane Frede) (2016)   
• The Role of Self-Regulation in Programming Problem Solving Process and Success (Seite 83 - 91) (Dastyni Loksa, Andrew Jensen Ko) (2016)   
• Replication, Validation, and Use of a Language Independent CS1 Knowledge Assessment (Seite 93 - 101) (Miranda C. Parker, Mark Guzdial, Shelly Engelman) (2016)   
• Benchmarking Introductory Programming Exams - Some Preliminary Results (Seite 103 - 111) (Simon, Judy Sheard, Daryl J. D'Souza, Peter Klemperer, Leo Porter, Juha Sorva, Martijn Stegeman, Daniel Zingaro) (2016)   
• Evidence That Computer Science Grades Are Not Bimodal (Seite 113 - 121) (Elizabeth Patitsas, Jesse Berlin, Michelle Craig, Steve M. Easterbrook) (2016)   
• Lightweight, Early Identification of At-Risk CS1 Students (Seite 123 - 131) (Soohyun Nam Liao, Daniel Zingaro, Michael A. Laurenzano, William G. Griswold, Leo Porter) (2016)   
• Some Trouble with Transparency - An Analysis of Student Errors with Object-oriented Python (Seite 133 - 141) (Craig S. Miller, Amber Settle) (2016)   
• Learning Curve Analysis for Programming - Which Concepts do Students Struggle With? (Seite 143 - 151) (Kelly Rivers, Erik Harpstead, Kenneth R. Koedinger) (2016)   
• A Picture of the Growing ICER Community (Seite 153 - 159) (Simon) (2016)   
• Methodological Rigor and Theoretical Foundations of CS Education Research (Seite 161 - 169) (Alex Lishinski, Jon Good, Phil Sands, Aman Yadav) (2016)   
• Computer Science Principles - Impacting Student Motivation & Learning Within and Beyond the Classroom (Seite 171 - 180) (Kara Alexandra Behnke, Brittany Ann Kos, John K. Bennett) (2016)   
• Aspects of Graduateness in Computing Students' Narratives (Seite 181 - 190) (Sebastian Dziallas, Sally Fincher) (2016)   
• Identifying Design Principles for CS Teacher Ebooks through Design-Based Research (Seite 191 - 200) (Barbara J. Ericson, Kantwon Rogers, Miranda C. Parker, Briana B. Morrison, Mark Guzdial)
• With a Little Help From My Friends - An Empirical Study of the Interplay of Students' Social Activities, Programming Activities, and Course Success (Seite 201 - 209) (Adam S. Carter, Christopher D. Hundhausen) (2016)   
• Learning to Program - Gender Differences and Interactive Effects of Students' Motivation, Goals, and Self-Efficacy on Performance (Seite 211 - 220) (Alex Lishinski, Aman Yadav, Jon Good, Richard J. Enbody) (2016)   
• Learning Loops - A Replication Study Illuminates Impact of HS Courses (Seite 221 - 230) (Briana B. Morrison, Adrienne Decker, Lauren E. Margulieux) (2016)   
• Examining the Value of Analogies in Introductory Computing (Seite 231 - 239) (Yingjun Cao, Leo Porter, Daniel Zingaro) (2016)   
• Distractors in Parsons Problems Decrease Learning Efficiency for Young Novice Programmers (Seite 241 - 250) (Kyle James Harms, Jason Chen, Caitlin Kelleher) (2016)   
• A Study of Code Design Skills in Novice Programmers using the SOLO taxonomy (Seite 251 - 259) (Cruz Izu, Amali Weerasinghe, Cheryl Pope) (2016)   
• Cognitive, Affective, and Dispositional Components of Learning Programming (Seite 261 - 262) (Alex Lishinski) (2016)   
• Early Identification of Novice Programmers' Challenges in Coding Using Machine Learning Techniques (Seite 263 - 264) (Alireza Ahadi) (2016)   
• The Role of Spatial Reasoning in Learning Computer Science (Seite 265 - 266) (Amber Solomon) (2016)   
• Bringing the Innovations in Data Management to Secondary CS Education (Seite 267 - 268) (Andreas Grillenberger) (2016)   
• Dynamically Adaptive Parsons Problems (Seite 269 - 270) (Barbara J. Ericson) (2016)   
• Accounting for the Role of Policy in the Underrepresentation of Women in Computer Science (Seite 271 - 272) (Elizabeth Patitsas) (2016)   
• Pedagogy and Measurement of Program Planning Skills (Seite 273 - 274) (Francisco Enrique Vicente G. Castro) (2016)   
• Geospatial Analysis of Computer Science Course Offerings in Wisconsin Public High Schools (Seite 275 - 276) (Heather Bort) (2016)   
• Computational Thinking as a Computer Science Education Framework and the Related Effects on Gender Equity (Seite 277 - 278) (Jon Good) (2016)   
• Mixed Methods for the Assessment and Incorporation of Computational Thinking in K-12 and Higher Education (Seite 279 - 280) (Joshua Levi Weese) (2016)   
• Teaching - Learning of Troubleshooting Skills for Computer Science Undergraduates (Seite 281 - 282) (Kavya Alse) (2016)   
• Learning and Collaboration in Physical Computing (Seite 283 - 284) (Kayla DesPortes) (2016)   
• Mobile Learning Application for Computer Science Students - A Transactional Distance Perspective (Seite 285 - 286) (Pakapan Limtrairut, Stuart Marshall, Peter Andreae) (2016)   
• Situating Physical Computing in Secondary CS Education (Seite 287 - 288) (Mareen Przybylla) (2016)   
• Improving Scientific Inquiry through Physical Computing (Seite 289 - 290) (Sandra Schulz) (2016)   
• Examining Graduateness through Narratives (Seite 291 - 292) (Sebastian Dziallas) (2016)   
• Improving Students' Knowledge Integration in Data Structures (Seite 293 - 294) (Shitanshu Mishra) (2016)   
• Identify and Help At-Risk Students Before It Is Late (Seite 295 - 296) (Soohyun Nam Liao) (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)   
  • Hybrid Environments - A Bridge from Blocks to Text (Jeremiah Blanchard) (2017)   
• Second Handbook of Information Technology in Primary and Secondary Education (Joke Voogt, Gerald Knezek, Rhonda Christensen, Kwok-Wing Lai) (2018)   
  • 6. Computer Science and Computational Thinking in the Curriculum - Research and Practice (Aman Yadav, Phil Sands, Jon Good, Alex Lishinki)   
• Computer Science Education - Perspectives on Teaching and Learning in School (Sue Sentance, Erik Barendsen, Carsten Schulte) (2018)   
  • 13. Misconceptions and the Beginner Programmer (Juha Sorva)  
• 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)   
  • Towards an Analysis of Program Complexity From a Cognitive Perspective (Rodrigo Duran, Juha Sorva, Sofia Leite) (2018)   
• HDI 2018 - 8. Fachtagung des GI-Fachbereichs Informatik und Ausbildung/Didaktik der Informatik (Nadine Bergner, René Röpke, Ulrik Schroeder, Detlef Krömker) (2018)   
  • Explorative Datenanalyse der Studierendenperformance in der Theoretischen Informatik (Christiane Frede, Maria Knobelsdorf)  
• 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)
  • Thinking out of the box - comparing metaphors for variables in programming education (Felienne Hermans, Alaaeddin Swidan, Efthimia Aivaloglou, 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)   
  • Evaluating the Effectiveness of Parsons Problems for Block-based Programming (Rui Zhi, Min Chi, Tiffany Barnes, Thomas W. Price) (2019)   
  • Using the SOLO Taxonomy to Understand Subgoal Labels Effect in CS1 (Adrienne Decker, Lauren E. Margulieux, Briana B. Morrison) (2019)   
• Proceedings of the 14th Workshop in Primary and Secondary Computing Education, WiPSCE 2019, Glasgow, Scotland, UK, October 23-25, 2019 (2019)
  • The Effects of a Professional Development Workshop Focusing on Action Research on the Practice of High-School Computer Science Teachers (Ofra Brandes, Michal Armoni) (2019)   
  • Discriminating Programming Strategies in Scratch - Making the Difference between Novice and Experienced Programmers (Max Kesselbacher, Andreas Bollin) (2019)   
  • Improving Scratch Programming with CRC-Card Design (Sebastian Keller, Maren Krafft, Gordon Fraser, Neil Walkinshaw, Korbinian Otto, Barbara Sabitzer) (2019)   
• Impacts of Block-based Programming on Young Learners’ Programming Skills and Attitudes in the Context of Smart Environments (Mazyar Seraj) (2020)   
• 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)
  • What Do We Think We Think We Are Doing? - Metacognition and Self-Regulation in Programming (James Prather, Brett A. Becker, Michelle Craig, Paul Denny, Dastyni Loksa, Lauren E. Margulieux) (2020)   
  • Toward Ability-Based Design for Novice Programmers with Learning (Dis)abilities (Carl C. Haynes) (2020)   
  • Revisiting Self-Efficacy in Introductory Programming (Phil Steinhorst, Andrew Petersen 0001, Jan Vahrenhold) (2020)   
  • Construction of a Taxonomy for Tools, Languages, and Environments across Computing Education (Monica M. McGill, Adrienne Decker) (2020)   
  • Gender Differences in Upper Elementary Students' Regulation of Learning while Pair Programming (Jessica Vandenberg, Jennifer Tsan, Madeline Hinckle, Collin F. Lynch, Kristy Elizabeth Boyer, Eric N. Wiebe) (2020)
  • Theories and Models of Emotions, Attitudes, and Self-Efficacy in the Context of Programming Education (Lauri Malmi, Judy Sheard, Päivi Kinnunen, Simon, Jane E. Sinclair) (2020)   
• WiPSCE '20 - Workshop in Primary and Secondary Computing Education, Virtual Event, Germany, October 28-30, 2020 (Torsten Brinda, Michal Armoni) (2020)
  • Programming in primary education - towards a research based assessment framework (Linda Mannila, Fredrik Heintz, Susanne Kjällander, Anna Åkerfeldt) (2020)   
  • Competency structure model for programming for the transition from school to university (Mike Barkmin) (2020)   
  • Students' performance on computer science tasks and their predictors (Claudia Hildebrandt, Matthias Matzner) (2020)   
  • Revisiting code smells in block based languages (Kashif Amanullah, Tim Bell) (2020)   
• Computer programming skills - A cognitive perspective (Irene Graafsma) (2021)
• 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)
  • Data-driven Analysis of Gender Differences and Similarities in Scratch Programs (Isabella Graßl, Katharina Geldreich, Gordon Fraser) (2021)   
• Informatics in Schools. A Step Beyond Digital Education - 15th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2022, Vienna, Austria, September 26–28, 2022 (Andreas Bollin, Gerald Futschek) (2022)   
  • Textbooks and Materials for Teaching Computer Science in Slovenia (Špela Cerar, Matija Lokar, Gregor Anželj, Andrej Brodnik, Irena Nančovska Šerbec)   
• Teaching Coding in K-12 Schools - Research and Application (Therese Keane, Andrew Fluck) (2023)   
  • Developing Computational Fluency via Multimedia Stories (Rosa Bottino, Augusto Chioccariello, Laura Freina)   
• Past, Present and Future of Computing Education Research (Mikko Apiola, Sonsoles López-Pernas, Mohammed Saqr) (2023)   
  • What is Computing Education Research (CER)? (Mats Daniels, Lauri Malmi, Arnold Pears, Simon)   
  • Theory and Approaches to Computing Education Research (Arnold Pears, Mats Daniels, Anders Berglund)   
  • The Evolution of Computing Education Research: A Meta-Analytic Perspective (Lauri Malmi, Jane Sinclair, Judy Sheard, Simon, Päivi Kinnunen)   
  • The Hands that Made Computing Education Research - Top Authors, Networks, Collaboration and Newcomers (Mikko Apiola, Mohammed Saqr, Sonsoles López-Pernas)   
  • The Venues that Shaped Computing Education Research - Dissemination Under the Lens   
  • ITiCSE Working Groups as an Engine for Community-Building (Robert McCartney, Kate Sanders)   
  • A Case Study: The Uppsala Computing Education Research Group (UpCERG) (Mats Daniels, Anders Berglund, Arnold Pears)   

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.