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Computer Science Education, Volume 34

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Volume 34, Number 1, January 2024

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Brian Dorn, Jan Vahrenhold:
Editorial. 1-3
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Teresa M. Ober, Ying Cheng, Meghan R. Coggins, Paul R. Brenner, Janice Zdankus, Phil Gonsalves, Emmanuel Johnson, Tim Urdan:
Charting a path for growth in middle school students' attitudes toward computer programming. 4-36
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  - journals/csedu/BaladyT24
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Steve Balady, Cynthia Bagier Taylor:
Students' expert-like attitudes in calculus and introductory computer science courses with active-learning pedagogy. 37-67
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Jill Denner, Heather Bell, David M. Torres, Emily Green:
Computing education pathways from high school to community college: key strategies for aligning institutional systems. 68-86
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Mara Kirdani-Ryan, Amy J. Ko, Emilia A. Borisova:
"Taught to be automata": Examining the departmental role in shaping initial career choices of computing students. 87-113
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Amanda A. Barrett, Colin T. Smith, Courtni H. Hafen, Emilee Severe, Elizabeth G. Bailey:
The impact of gender roles and previous exposure on major choice, perceived competence, and belonging: a qualitative study of students in computer science and bioinformatics classes. 114-136
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Kathleen J. Lehman, Julia Rose Karpicz, Tomoko M. Nakajima, Linda J. Sax, Veronika Rozhenkova:
"None of This Happens in a Vacuum": The Impact of External Dynamics on Department Chairs' Efforts to Broaden Participation in Undergraduate Computing. 137-159

Volume 34, Number 2, April 2024

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Ismaila Temitayo Sanusi, Kissinger Sunday, Solomon Sunday Oyelere, Jarkko Suhonen, Henriikka Vartiainen, Markku Tukiainen:
Learning machine learning with young children: exploring informal settings in an African context. 161-192
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Bin Tan, Hao-Yue Jin, Maria Cutumisu:
The applications of machine learning in computational thinking assessments: a scoping review. 193-221
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Robin Jocius, Jennifer L. Albert, Ian O'Byrne, Deepti Joshi, Richard Robinson, Melanie Blanton:
Computational thinking infusion as transformative teaching: investigating content area teacher perspectives and practices. 222-251
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Olgun Sadik, Anne T. Ottenbreit-Leftwich:
Understanding U.S. secondary computer science teachers' challenges and needs. 252-284
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Lijun Ni, Yan Tian, Tom McKlin, Jake Baskin:
Who is Teaching Computer Science? Understanding Professional Identity of American Computer Science Teachers through a National Survey. 285-309
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Nicole D. Martin, Stephanie N. Baker, Madeline Haynes, Jayce R. Warner:
The Motivation to Teach Computer Science (MTCS) scale: development, validation, and implications for use. 310-327

Volume 34, Number 3, July 2024

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Brian Dorn, Jan Vahrenhold:
Editorial. 329-330
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Hugo G. Lapierre, Patrick Charland, Pierre-Majorique Léger:
Looking "Under the hood" of learning computer programming: the emotional and cognitive differences between novices and beginners. 331-352
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Zachary M. Savelson, Kasia Muldner:
How do students feel and collaborate during programming activities in the productive failure paradigm? 353-386
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Luis Morales-Navarro, Michael T. Giang, Deborah A. Fields, Yasmin B. Kafai:
Connecting beliefs, mindsets, anxiety and self-efficacy in computer science learning: an instrument for capturing secondary school students' self-beliefs. 387-413
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Renske Weeda, Sjaak Smetsers, Erik Barendsen:
Unraveling novices' code composition difficulties. 414-441
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Oscar Karnalim, Simon, William J. Chivers:
Reporting less coincidental similarity to educate students about programming plagiarism and collusion. 442-472
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Fatima Abu Deeb, Timothy J. Hickey:
Impact of reflection in auto-graders: an empirical study of novice coders. 473-494
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Kristina Torine Litherland, Anders Kluge:
Learning to program as empirical inquiry: using a conversation perspective to explore student programming processes. 495-519
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Ronit Shmallo, Adi Katz:
Gender differences and transferring knowledge in database modeling. 520-545
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Jamie Colwell, Amy Hutchison, Kristie Gutierrez, Jeff Offutt, Anya S. Evmenova:
Elementary teachers' experiences in online professional development for literacy-focused computer science instruction for all learners. 546-565
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Amanda Peel, Sugat Dabholkar, Gabriella Anton, Mike S. Horn, Uri Wilensky:
Characterizing changes in teacher practice and values through co-design and implementation of computational thinking integrated biology units. 566-591

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