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From the Editor's Desk

During my first full year as editor-in-chief of ACM Transations on Computing Education (TOCE), the editorial board and I took the following four steps to improve the journal's ability to serve the growing community of computing education researchers: (1) We streamlined the peer review process, (2) we established a new partnership with the ACM... (more)

Seeing Myself through Someone Else's Eyes

This article describes the impact of in-classroom coaching for computer science (CS) educators. Coaching is a way to support teachers in their classroom while teachers master new curricula or educational approaches and is not evaluative in purpose. Using qualitative methods to analyze computer science classroom observations, teacher surveys,... (more)

Novice Java Programming Mistakes

Teaching is the process of conveying knowledge and skills to learners. It involves preventing misunderstandings or correcting misconceptions that learners have acquired. Thus, effective teaching relies on solid knowledge of the discipline, but also a good grasp of where learners are likely to trip up or misunderstand. In programming, there is much... (more)

Perceptual Comparison of Source-Code Plagiarism within Students from UK, China, and South Cyprus Higher Education Institutions

Perspectives of students on what constitutes source-code plagiarism may differ based on their... (more)

Teaching Programming in Secondary Education Through Embodied Computing Platforms

Pedagogy has emphasized that physical representations and tangible interactive objects benefit learning especially for young students. There are many... (more)

Assessing Student Behavior in Computer Science Education with an fsQCA Approach

This study uses complexity theory to understand the causal patterns of factors that stimulate students’ intention to continue studies in... (more)

NEWS

ACM TOCE review process  is now double-blind 

Authors who submit papers to ACM TOCE should see the paragraphs on double-blind review in the newly-updated author guidelines for details on how to anonymize their papers for submission. Papers that are not properly anonymized will be returned to authors, thus delaying the review process. 

Authors: Submit by 8:00 am on first day of month for fastest review 

ACM TOCE's monthly peer review process begins on the first day of each month. On this day, we begin reviewing all papers received by our "soft" deadline:  8:00 a.m. U.S. Pacific Time on the first day of the month. If you want your paper to be reviewed as quickly as possible, submit it just before our monthly "soft" deadline.

Special Issue on global software engineering education coming in late 2017

ACM TOCE will publish a special issue on global software engineering education in late 2017. Authors interested in submitting articles to this special issue need to submit article abstracts by  December 15, 2016, and full papers by March 15, 2017. For more information, please see the call for papers.

Special Issue on capstones and projects coming in early 2018

ACM TOCE will publish a special issue on capstones and projects in computing education in 2018. Extended abstracts for this special issue are due by January 15, 2017, and full papers by April 1, 2017. For more information, please see the call for papers.

Special Issue on learning analytics coming in early 2017

ACM TOCE will publish a special issue on learning analytics for computing education in 2017. Authors interested in submitting articles to this special issue need to submit article abstracts by May 15, 2016, and full papers by September 30. For more information, please see the call for papers.

About TOCE

The ACM Transactions on Computing Education (TOCE) publishes high quality, peer-reviewed, archival papers in computing education. Papers published in TOCE take a scholarly approach to teaching and learning, establish a clear connection to student learning, and appeal to a broad audience interested in computing education: instructors, researchers, curriculum designers, and administrators.  READ MORE

Forthcoming Articles

A Meta-Analysis of Pair-Programming in Computer Programming Courses: Implications for Educational Practice

Several experiments on the effects of pair programming versus solo programming in the context of education have been reported in the research literature. We present a meta-analysis of these studies that accounted for 18 manuscripts with 49 separate effect sizes in the domains of programming assignments, exams, retention, and affective measures. In total, our sample accounts for N=3308 students either using pair programming as a treatment variable or using traditional solo programming in the context of a computing course. Our findings suggest positive results in favor of pair programming across all four of the domains. We provide a comprehensive review of our results, and discuss our findings.

Toward A Framework For Using Hypothesis-Driven Approaches To Support Data-Driven Learning Analytics In Measuring Computational Thinking In Block-Based Programming Environments

Systematic endeavors to take computer science and computational thinking (CT) to scale in K-12 classrooms are underway with curricula that emphasize core disciplinary ideas of CS, creativity in computing, and enactment of authentic CT skills especially in the context of programming in block-based programming environments. There is therefore a growing need to measure students learning of CT in the context of programming and also support all learners through this process of learning computational problem solving. The goal of the research presented in this paper is to explore hypothesis-driven approaches that can be combined with data driven approaches to better interpret student actions and process in log data captured from block-based programming environments with the goal of measuring and assessing students CT skills. Informed by past literature and our initial experiences with examining a dataset from the Fairy Assessment in the Alice programming environment, we adopt a more principled approach to assessment design and use the Evidence Centered Design framework to design tasks that will elicit evidence of specific CT skills. We piloted two tasks in two high school Exploring Computer Science classrooms, and conducted an in-depth analysis of student programs as well as video-recordings of a limited number of students as they built their programs to derive possible features and a priori patterns that we can then detect in log data, in addition to interpreting patterns found in log data through bottom-up data-driven approaches. Based on our empirical work and experiences, we present a preliminary framework that formalizes a process where a hypothesis-driven approach effectively complements data-driven learning analytics in interpreting students programming process and assessing CT in block-based programming environments.

IDE-Based Learning Analytics for Computing Education: A Process Model, Critical Review, and Research Agenda

In recent years, learning process data have become increasingly easy to collect through computer-based learning environments. This has led to increased interest in the field of learning analytics, which is concerned with leveraging learning process data in order to better understand, and ultimately to improve, teaching and learning. In computing education, the logical place to collect learning process data is through integrated programming environments (IDEs), where computing students typically spend large amounts of time working on programming assignments. While the primary purpose of IDEs is to support computer programming, the IDE might also be used as a mechanism for delivering learning interventions designed to enhance students learning processes and outcomes. The possibility of using the IDE both to collect learning process data, and to strategically intervene in the learning process, suggests an exciting design space for computing education researchers to explore: that of IDE-based learning analytics. In order to facilitate the systematic exploration of this design space, we present an IDE-based data analytics process model with four primary activities: (1) Collect data, (2) Analyze data, (3) Design intervention, and (4) Deliver intervention. For each activity, we identify key design dimensions, and review relevant computing education literature. To provide guidance on designing effective interventions, we then describe four relevant learning theories, and consider their implications for design. Based on our review of research and theory, we present a call-to-action for future research into IDE-based learning analytics.

Developing Computational Thinking Through a Virtual Robotics Programming Curriculum

Computational Thinking describes key principles from computer science that are broadly generalizable. Robotics programs can be engaging learning environments for acquiring core computational thinking competencies. However, few empirical studies evaluate the effectiveness of a robotics programming curriculum for developing broader computational thinking practices and skills. This study measures pre-post gains with new computational thinking assessments given to middle-school students who participated in a virtual robotics programming curriculum. Overall, participation in the virtual robotics curriculum was related to significant gains in pre- to post-test scores, with larger gains in students who made further progress through the curriculum. The success of this intervention suggests that participation in a scaffolded programming curriculum, within the concrete context of virtual robotics, supports the development of generalizable computational thinking skills that are associated with increased problem solving performance on non-robotics computing tasks. However, rate of progress through such a curriculum is a challenge for many teachers.

Comparing Blocks-based and Text-based Programming in High School Computer Science Classrooms

The number of students taking high school computer science classes is growing. Increasingly, these students are receiving instruction using graphical, blocks-based programming environments either in place of, or prior to, traditional text-based programming languages. Despite their growing use in formal settings, relatively little empirical work has been done to understand the impacts of using blocks-based programming environments in high school classrooms. In this paper, we present the results of a 5-week, quasi-experimental study comparing isomorphic blocks-based and text-based programming environments in an introductory high school programming class. The findings from this study show students in both conditions improved their scores between pre and post assessments, however, students in the blocks condition showed greater learning gains and a higher level of interest in future computing courses. Students in the text condition viewed their programming experience as more similar to what professional programmers do and as more effective at improving their programming ability. No difference was found between students in the two conditions with respect to confidence or enjoyment. The implications of these findings with respect to pedagogy and design are discussed, along with directions for future work.

Bibliometrics

Publication Years 2001-2017
Publication Count 299
Citation Count 1861
Available for Download 298
Downloads (6 weeks) 2670
Downloads (12 Months) 24262
Downloads (cumulative) 474566
Average downloads per article 1593
Average citations per article 6
First Name Last Name Award
Joel Adams ACM Distinguished Member (2012)
ACM Senior Member (2011)
Douglas Baldwin ACM Senior Member (2012)
Mordechai Ben-Ari ACM Distinguished Member (2009)
Amy S Bruckman ACM Senior Member (2009)
Peter Brusilovsky ACM Senior Member (2008)
Michael E. Caspersen ACM Distinguished Member (2013)
ACM Senior Member (2011)
Steve Cooper ACM Distinguished Member (2012)
ACM Senior Member (2009)
Adrienne Decker ACM Senior Member (2016)
Stephen H Edwards ACM Distinguished Member (2014)
Barbara Jane Ericson ACM Senior Member (2016)
Barbara Ericson ACM Karl V. Karlstrom Outstanding Educator Award (2010)
Sally Fincher ACM Distinguished Member (2009)
Daniel D Garcia ACM Distinguished Member (2012)
Mark Guzdial ACM Distinguished Member (2014)
ACM Karl V. Karlstrom Outstanding Educator Award (2010)
ACM Senior Member (2009)
Jhilmil Jain ACM Senior Member (2014)
Randy H. Katz ACM Karl V. Karlstrom Outstanding Educator Award (1999)
Michael Kölling ACM Distinguished Member (2011)
George Lepouras ACM Senior Member (2008)
Monica McGill ACM Senior Member (2016)
David Patterson ACM-IEEE CS Eckert-Mauchly Award (2008)
ACM Distinguished Service Award (2007)
ACM Karl V. Karlstrom Outstanding Educator Award (1991)
Leo Porter ACM Senior Member (2017)
Hridesh Rajan ACM Senior Member (2014)
Clifford A Shaffer ACM Distinguished Member (2015)
ACM Senior Member (2007)
Chris Stephenson ACM Presidential Award (2016)
ACM Senior Member (2009)
Bent Thomsen ACM Senior Member (2016)
Tammy VanDeGrift ACM Senior Member (2011)
J. Angel Velazquez-Iturbide ACM Senior Member (2016)
Henry M Walker ACM Distinguished Member (2009)
ACM Senior Member (2009)
Henry M Walker ACM Distinguished Member (2009)
ACM Senior Member (2009)

First Name Last Name Paper Counts
Josh Tenenberg 13
Robert McCartney 13
Michal Armoni 7
Mordechai Ben-Ari 5
Michael Kölling 4
Deepak Kumar 4
Mark Guzdial 4
Mary Rosson 3
Stephen Edwards 3
Tammy VanDeGrift 3
Ville Karavirta 3
Christopher Hundhausen 3
Peter Brusilovsky 3
Jürgen Börstler 3
Mike Joy 3
Brian Hanks 3
Michail Giannakos 3
Ian Utting 3
Peter Hubwieser 3
Jesús Velázquez-Iturbide 3
William Yurcik 3
Craig Miller 2
Orit Hazzan 2
Anthony Robins 2
Brian Dorn 2
John Maloney 2
Craig Zilles 2
Guido Rößling 2
Grant Braught 2
Abdulmotaleb El Saddik 2
Rachelle Heller 2
Ville Tirronen 2
Sally Fincher 2
Neil Brown 2
Amy Bruckman 2
Holly Yanco 2
Lisa Meeden 2
Deborah Frincke 2
Ville Isomöttönen 2
Stephen Cooper 2
Lisa Kaczmarczyk 2
Michael, Loui 2
James Paterson 2
John Carroll 2
Tom Mcklin 2
Douglas Blank 2
S Oudekirk 2
Thomas Hilburn 2
Paul Gestwicki 2
Edward Fox 2
Richard Conn 2
Linda Werner 2
Orni Meerbaum--Salant 2
Monica McGill 2
Ralf Steinmetz 2
Martin Carlisle 2
Amruth Kumar 2
Amber Settle 2
Juha Sorva 2
Sergey Sosnovsky 2
Richard Ladner 2
Doug Baldwin 2
Stefan Fischer 2
Hsinchun Chen 2
Colin Higgins 2
Mitchel Resnick 2
Geoffrey Herman 2
Lauri Malmi 2
Lecia Barker 2
Joanna Goode 2
Alyce Brady 2
Russell Boyatt 2
Barry Fagin 2
B Popovsky 2
George Lepouras 1
Dario Malchiodi 1
Sue Sentance 1
Rosalie Ocker 1
Andreas Stefik 1
Richard Pak 1
Murali Sitaraman 1
Daniela Micucci 1
Brian Magerko 1
Mike Reilly 1
Elise Livingston 1
Shingshin Shin 1
Andrea Crews-Brown 1
Jeongwon Choi 1
Ulrik Schroeder 1
Blair Taylor 1
Raghu Raman 1
Edward Jones 1
Giora Alexandron 1
Simone Kauffeld 1
Thomas Clayton 1
Cynthia Wambsgans 1
Stephan Krusche 1
Mary Switzer 1
Andrea Danyluk 1
Scott Grissom 1
Christopher Wood 1
John Korb 1
Chris Mayfield 1
Debora Lui 1
Ilias Pappas 1
Shervin Shirmohammadi 1
Sonja Gievska-Krliu 1
X Zhu 1
Nuzi Haneef 1
Taneshia Marshall 1
Cora Burger 1
Michael Evans 1
William Gilley 1
B Dugan 1
Mark Warschauer 1
Sandoor Schuman 1
Chao Teo 1
Cynthia Lester 1
Svetlana Yarosh 1
Ching Shene 1
Jason Freeman 1
Sangjin An 1
Arto Vihavainen 1
Kris Gutierrez 1
Ian Horses 1
Ashok Basawapatna 1
Debra Davis 1
Jairo Pava 1
Kristian Sandahl 1
Paul Krause 1
Judith Mann 1
Anne Spence 1
Henry Walker 1
A Brady 1
Leland Beck 1
Marcin Łukowiak 1
James Vallino 1
Michael Bruce-Lockhart 1
Eliot Kaplan 1
Neomi Liberman 1
Achilles Kameas 1
Lillian Cassel 1
Mike Joy 1
Dongyong Zhang 1
Charles Overstreet 1
Agustín González 1
Torsten Leidig 1
Jeffrey Humphries 1
N Barnette 1
Luis Anido-Rifón 1
Sushing Chen 1
Emilio Luque 1
Sarah Berenson 1
Falko Kuester 1
Leenkiat Soh 1
Gwen Nugent 1
Andreas Zendler 1
Raymond Mcdowell 1
Geoffrey Roy 1
Peter McKenna 1
Marja Kuittinen 1
Avi Cohen 1
Jon Hobbs 1
Thomas Hurbanek 1
Rose Shumba 1
Adnan Baykal 1
Robert Bangert-Drowns 1
Julia Lobur 1
Mark Holliday 1
Igor Verner 1
Christopher Kitts 1
Wenjung Hsin 1
Paul Wagner 1
José Brustoloni 1
M Koger 1
Vincent Ng 1
Timothy Yuen 1
Peter Alston 1
Marisa Exter 1
Michael O’Grady 1
Xiaohong Yuan 1
Percy Vega 1
Lisa Thompson 1
Richard Alo 1
Colleen Lewis 1
Dan Garcia 1
Kathleen Goldschmidt 1
Jeongkyu Lee 1
Angeliki Antoniou 1
Mattia Monga 1
Béatrice Drot-Delange 1
Monique Grandbastien 1
José Martín 1
Julie Barnes 1
Maria Knobelsdorf 1
Dieter Engbring 1
Krishnashree Achuthan 1
Sandeep Mitra 1
David Harel 1
Wei Zhang 1
Lori Postner 1
Hilko Paulsen 1
Khaled Benkrid 1
Jane Margolis 1
Ursula Wolz 1
Robert Drysdale 1
Karen Renaud 1
Quintin Cutts 1
Pawan Agarwal 1
Jhilmil Jain 1
Theodore Norvell 1
Pierluigi Crescenzi 1
Alfinge Wang 1
Beverley Cook 1
Ronghua Wang 1
Sarita Yardi 1
Laurence Merkle 1
Simon Rawles 1
Fushing Sun 1
William Leahy 1
David Ginat 1
Juan Moure 1
Chihwei Ho 1
Douglas Grimes 1
Tara Hutchinson 1
Elaine Silva 1
Michael Peterson 1
Reinhard Keil-Slawik 1
Michael Chau 1
Byron Marshall 1
Kathy Garvin-Doxas 1
Boris Koldehofe 1
William Waite 1
Steve Carr 1
Jagdish Gangolly 1
Linda Null 1
Jussi Nikander 1
Simon Parsons 1
Elizabeth Sklar 1
Pavlos Symeonidis 1
Ari Korhonen 1
James Orwell 1
Dale Skrien 1
Luis De Simoni 1
Gabriel Wainer 1
Klaus Sutner 1
Andrew Phillips 1
Brett Landry 1
Kate Sanders 1
David Walsh 1
Claudia Ott 1
Kerry Shephard 1
Tomi Pasanen 1
Yulei(Gavin) Zhang 1
Daniellehyunsook Lee 1
Vreda Pieterse 1
Osman Balci 1
Boris Muzykantskii 1
Robin Adams 1
Emre Tunar 1
J Rodriguez-Estevez 1
Kristy Huston 1
Donald Chinn 1
Daniel White 1
Rao Shen 1
Marina Papatriantafilou 1
Victoria Sakhnini 1
Susan Imberman 1
Laura Iwan 1
Sanjay Goel 1
George Berg 1
Jesus Garcia-Pasquel 1
Demián Wassermann 1
David Reed 1
Rick Decker 1
Frances Goosey 1
Robert Macredie 1
Grace Ngai 1
Mouldi Sagar 1
Evelyn Eastmond 1
Jinsheng Xu 1
Randy Connolly 1
Dina Venter 1
Clifford Shaffer 1
Matthew Cooper 1
Kenneth Goldman 1
Teresa Dahlberg 1
Tiffany Barnes 1
Kafai Cheng 1
Ann Gates 1
Néstor Rodríguez 1
Malek Adjouadi 1
Sheryl Burgstahler 1
Christopher Harrison 1
Manuel Carro 1
Ángel Herranz 1
Omar Abuzaghleh 1
Daiki Isayama 1
Kyle Persohn 1
Judith Gal-Ezer 1
Simon Humphreys 1
Hugh Osborne 1
Joshua Cogliati 1
Orlena Gotel 1
Anna Eckerdal 1
Lynda Thomas 1
Stanislao Lauria 1
Bénédicte Talon 1
Mikko Apiola 1
Thomas Park 1
Yan(Mandy) Dang 1
Hamid Tarmazdi 1
Katrina Falkner 1
Ulrich Kiesmuller 1
Jason Sanchez 1
John Fernandez 1
Hansa Sinha 1
Daniel Garcia 1
Koichi Yamazaki 1
Anna Morpurgo 1
Evgeniy Khenner 1
Peter Dolog 1
Susanna Siebert 1
Scott Mccoid 1
Gene Poor 1
Dugald Hutchings 1
Mikko Laakso 1
Youngjun Lee 1
Jan Vahrenhold 1
Hilarie Nickerson 1
Jaakko Kurhila 1
Smrithi Venkatasubramanian 1
Gregory Hislop 1
Stoney Jackson 1
Tyler Sondag 1
Hridesh Rajan 1
Thomas Zimmerman 1
Karen Kim 1
Amy Fann 1
Kim Pearson 1
Robert Cupper 1
Stefan Schaeckeler 1
James Cross 1
Lacey Montgomery 1
Teena Vellaramkalayil 1
Nestor Garay-Vitoria 1
Starr Hiltz 1
Albert Ritzhaupt 1
Svetlana Drachova 1
Joan Krone 1
Paul Albee 1
Arno Pasternak 1
Einari Kurvinen 1
Adrienne Decker 1
Monica McGill 1
Ryan Grover 1
Kyuhan Koh 1
Susan Miller 1
Michal Gordon 1
Tariq King 1
Maria Vasilevskaya 1
Heidi Ellis 1
Kurt Schneider 1
Lukas Alperowitz 1
Peggy Doerschuk 1
Jill Scheibler 1
Kim Bruce 1
Andrea Lawrence 1
Tricia Shepherd 1
Cynthiabailey Lee 1
Weijia Shang 1
Sarah Buchanan 1
Susanne Hambrusch 1
Deborah Fields 1
Tim Wahls 1
Jane Margolis 1
Amjad Altadmri 1
Letizia Jaccheri 1
Demetrios Sampson 1
R Maly 1
Carol Martin 1
Ajay Gupta 1
Chris Wild 1
Kurt Rothermel 1
Allison Tew 1
Manuel Caeiro-Rodríguez 1
Martín Llamas-Nistal 1
Juan Santos Gago 1
Wesley Coelho 1
Thorsten Hampel 1
Daniel Zingaro 1
Amit Shesh 1
Erno Lokkila 1
Siddharth Kaza 1
Catharine Brand 1
Peter Clarke 1
Julie Rursch 1
Doug Jacobson 1
Kian Pokorny 1
Alexander Chizhik 1
Stanisław Radziszowski 1
Joseph LaViola, 1
Yasmin Kafai 1
Eunkyoung Lee 1
L Eby 1
Nicolas Georganas 1
Konstantinos Chorianopoulos 1
Hongchi Shi 1
Kelly Schultz 1
Kenneth Hoganson 1
Laurie Williams 1
Frank Greitzer 1
Olga Kuchar 1
Dilvan Moreira 1
Gail Murphy 1
Zan Huang 1
Keith Shomper 1
Martin Shepperd 1
Marcus Brown 1
Gary Nutt 1
Michele Jackson 1
Vince Delio 1
Peter Bloniarz 1
Yishai Feldman 1
Nathan Griffiths 1
Christopher Douce 1
Warren Harrison 1
Sergio Daicz 1
Cecile Yehezkel 1
Stuart Hirshfield 1
Timothy Gegg-Harrison 1
Michael Grinder 1
Robert Allen 1
Kay Robbins 1
Theodora Koulouri 1
Jose Galaviz 1
Murray Pearson 1
Bhagyavati 1
Rebecca Vivian 1
S Jayaprakash 1
Heather Thiry 1
Arnold Pears 1
Mukkai Krishnamoorthy 1
Emma Enström 1
Raissa Relator 1
Chris Stephenson 1
Carlo Bellettini 1
Mauro Torelli 1
Tom Crick 1
Georges Baron 1
Txelo Ruiz-Vazquez 1
Shelly Engelman 1
Iratxe Soraluze 1
Lone Thomsen 1
Erkki Sutinen 1
Barry Ip 1
Laura Leventhal 1
Tony Koppi 1
Marco Thomas 1
Nadia Repenning 1
David Webb 1
Fred Gluck 1
David Broman 1
Arwa Allinjawi 1
Olga Liskin 1
David Johnson 1
Kimberly Misa-Escalante 1
Jiangjiang Liu 1
Meredith Stone 1
Sarah Pulimood 1
Penny Rheingans 1
Anne Brodsky 1
Joel Adams 1
Helen Hu 1
Saturnino Garcia 1
Leo Porter 1
Ruth Davis 1
T Hendrix 1
Kristin Searle 1
Judy Goldsmith 1
Nicholas Mattei 1
Jeanjinsun Ryoo 1
Ayman Abdel Hamid 1
Wenliang Du 1
Lennart Rolandsson 1
Inga Skogh 1
Neena Thota 1
Anders Berglund 1
Dana Kracaw 1
Roman Bednarik 1
Rivka Taub 1
Stelios Xinogalos 1
Laura Campbell 1
Jocelyn Armarego 1
Erkki Kaila 1
Johannes Magenheim 1
Torsten Brinda 1
Ludger Humbert 1
Alexander Repenning 1
Prema Nedungadi 1
Andy Luse 1
Hana Al-Nuaim 1
Robert Pastel 1
Marika Seigel 1
Alex Mayer 1
Bernd Bruegge 1
Klara Benda 1
Antonio Fuentes 1
Charles Kelemen 1
Anukrati Agrawal 1
David Umphress 1
Larry Barowski 1
Aman Yadav 1
Alexandros Merkouris 1
Georgina Cosma 1
Hussein Abdel-Wahab 1
Pamela Krolikowski 1
Dolores Rexachs 1
Jason Gilder 1
Ambikesh Jayal 1
Frank Mueller 1
Christian Spannagel 1
Amer Diwan 1
Jason Wright 1
Peter Stone 1
David Livingstone 1
David Ahlgren 1
Neil Quinn 1
Dean Armstrong 1
Alberto Segre 1
Jaime Urquiza-Fuentes 1
Ninger Zhou 1
Marie Nordström 1
Catriel Beeri 1
Yifat Ben-David Kolikant 1
Jane Sinclair 1
Margarita Andreou 1
Sahar Ghanem 1
William Griswold 1
Manuel Fernández-Iglesias 1
Yi Shang 1
John Zahorjan 1
Kelli Slaten 1
Scott Turner 1
Ashok Samal 1
Travis Doom 1
Damira Pon 1
Brian Shelburne 1
Charles McDowell 1
Taina Tikansalo 1
Jacob Dickerson 1
Jean Mayo 1
Matt Bishop 1
Filippo Menczer 1
John Cigas 1
Rocky Ross 1
Timothy Rosenberg 1
Gary Westhead 1
Andrea Forte 1
Ingrid Russell 1
Todd Neller 1
Monika Akbar 1
Alexander Alon 1
Sean Ponce 1
Jens Bennedsen 1
Cinda Heeren 1
Kimberly Buch 1
Ron Eglash 1
Andrew Woodbridge 1
Julio Mariño 1
Ariel Rabkin 1
Charles Reiss 1
Michael Ziwisky 1
Violetta Lonati 1
Edurne Larraza-Mendiluze 1
David Hendry 1
Robert Gay 1
Carl Burch 1
Oliver Buhn 1
Thomas Röblitz 1
Philippas Tsigas 1
Manuel Pérez-Quiñones 1
Beth Simon 1
Jorma Sajaniemi 1
Rammohan Ragade 1
Paul Kuban 1
Athanasios Tsintsifas 1
Geoffrey Gray 1
Bradley Pascoe 1
Cheston Williams 1
Lance Hoffman 1
Uolevi Nikula 1
Jonas Boustedt 1
Shannon Campe 1
Susan Reardon 1
Brendan Tangney 1
Stephen Chan 1
Hongva Leong 1
Tal Hassner 1
Nichole Turnage 1
Michael Yudelson 1
Natalie Rusk 1
Ricky Archer 1
Zdravko Markov 1
Michael Stewart 1
Nickolas Falkner 1
Brian McNely 1
Mohsen Beheshti 1
Tom Murphy 1
Sheila Humphreys 1
Yasser Elleithy 1
David Patterson 1
Randy Katz 1
Peter Andreae 1
Roland Mittermeir 1
Françoise Tort 1
Barbara Ericson 1
Javier Muguerza 1
Bent Thomsen 1
Michael Caspersen 1
Joseph Hollingsworth 1
Jussi Kasurinen 1
Carol Zander 1
Wanda Kunkle 1
Jill Denner 1
Itzik Bayaz 1
Xin Zhou 1
Huiming Yu 1
Abdulhadi Shoufan 1
Sorin Huss 1
Paul Gross 1
Dharanipragada Janakiram 1
Audrey Rorrer 1
Stephanie Ludi 1
Thomas Reichlmayr 1
Guy Haas 1
Peter Khooshabeh 1
Viggo Kann 1
Masaki Ishiyama 1
Christophe Kolski 1
Vladimir Zadorozhny 1
Matti Lattu 1
Brian Silverman 1
Yaseen Qadah 1
Susan Coleman 1
Linda Marshall 1
David Largent 1
Roberto d’Amore 1
Carsten Schulte 1
V Renumol 1
John Haddow 1
Sarah Hug 1
Orpheus Crutchfield 1
Dennis Brylow 1
Anastasios Theodoropoulos 1
Tim Bell 1
Igor Semakin 1
Luisa Zecca 1
Fraser McKay 1
Isabel Dietrich 1
Debbie Richards 1
Niko Myller 1
Jason Hallstrom 1
Lauri Malmi 1
Michael Falk 1
Michael Reese 1
Tanya McGill 1
Alejandra Magana 1
Leonardo Mariani 1

Affiliation Paper Counts
Villanova University 1
Calvin College 1
College of Saint Benedict Saint John's University 1
University of Erlangen-Nuremberg 1
Anglia Ruskin University 1
University of Macedonia 1
Oklahoma Baptist University 1
National Taitung University Taiwan 1
Universite Blaise Pascal 1
Texas A and M University - Corpus Christi 1
University of San Diego 1
Mount Royal College 1
Victoria University of Wellington 1
Bar-Ilan University 1
Henan Agricultural University 1
Lockheed Martin Corporation 1
Ecole Normale Superieure de Cachan 1
University College Dublin 1
Tel Aviv University 1
Colby College 1
Oklahoma State University - Stillwater 1
The University of Hong Kong 1
Pomona College 1
Rhode Island College 1
SUNY Brockport 1
University of Texas at El Paso 1
Spelman College 1
Tuskegee University 1
College of Staten Island 1
Southern Polytechnic State University 1
Dartmouth College 1
IBM Research 1
University of Dublin, Trinity College 1
Denison University 1
University of Wollongong 1
Creighton University 1
The Interdisciplinary Center Herzliya 1
Allegheny College 1
University of Dallas 1
Oregon State University 1
Ionian University 1
Skidmore College 1
University of Duisburg-Essen 1
University of California, Davis 1
University Southern Indiana 1
University of Washington-Bothell 1
RWTH Aachen University 1
University of Toronto 1
Yonsei University 1
Carleton University 1
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ACM Transactions on Computing Education (TOCE)
Archive


2017
Volume 17 Issue 2, June 2017
Volume 17 Issue 1, January 2017

2016
Volume 16 Issue 4, October 2016
Volume 16 Issue 3, June 2016
Volume 16 Issue 2, March 2016
Volume 16 Issue 1, February 2016

2015
Volume 15 Issue 4, December 2015 Special Issue on Team Projects in Computing Education
Volume 15 Issue 3, September 2015
Volume 15 Issue 2, May 2015 Special Issue II on Computer Science Education in K-12 Schools
Volume 15 Issue 1, March 2015 Special Issue on Web Development
Volume 14 Issue 4, February 2015

2014
Volume 14 Issue 3, November 2014
Volume 14 Issue 2, June 2014 Special Issue on Computing Education in (K-12) Schools
Volume 14 Issue 1, March 2014

2013
Volume 13 Issue 4, November 2013
Volume 13 Issue 3, August 2013 Special Issue on Alternatives to Lecture in the Computer Science Classroom
Volume 13 Issue 2, June 2013
Volume 13 Issue 1, January 2013

2012
Volume 12 Issue 4, November 2012
Volume 12 Issue 3, July 2012
Volume 12 Issue 2, April 2012
Volume 12 Issue 1, March 2012

2011
Volume 11 Issue 4, November 2011
Volume 11 Issue 3, October 2011
Volume 11 Issue 2, July 2011
Volume 11 Issue 1, February 2011

2010
Volume 10 Issue 4, November 2010
Volume 10 Issue 3, August 2010
Volume 10 Issue 2, June 2010
Volume 10 Issue 1, March 2010
Volume 9 Issue 4, January 2010

2009
Volume 9 Issue 3, September 2009
Volume 9 Issue 2, June 2009 Special Issue on the 5th Program Visualization Workshop (PVW’08)
Volume 9 Issue 1, March 2009
Volume 8 Issue 4, January 2009

2008
Volume 8 Issue 3, October 2008
Volume 8 Issue 2, June 2008
Volume 8 Issue 1, March 2008
Volume 7 Issue 4, January 2008

2007
Volume 7 Issue 3, November 2007
Volume 7 Issue 2, June 2007
Volume 7 Issue 1, March 2007

2006
Volume 6 Issue 2, June 2006
Volume 6 Issue 1, March 2006

2005
Volume 5 Issue 4, December 2005
Volume 5 Issue 3, September 2005
Volume 5 Issue 1, March 2005

2004
Volume 4 Issue 4, December 2004
Volume 4 Issue 3, September 2004 Special issue on robotics in undergraduate education. Part 2
Volume 4 Issue 2, June 2004 Special issue on robotics in undergraduate education. Part 1
Volume 4 Issue 1, March 2004 Special Issue on Gender-Balancing Computing Education

2003
Volume 3 Issue 4, December 2003
Volume 3 Issue 3, September 2003
Volume 3 Issue 2, June 2003
Volume 3 Issue 1, March 2003

2002
Volume 2 Issue 4, December 2002
Volume 2 Issue 3, September 2002
Volume 2 Issue 2, June 2002
Volume 2 Issue 1, March 2002

2001
Volume 1 Issue 3es, Fall 2001
Volume 1 Issue 2es, Summer 2001
 
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