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Exploring and Influencing Teacher Grading for Block-based Programs through Rubrics and the GradeSnap Tool., , , , , , and . ICER, page 101-114. ACM, (2021)Effective Computer Science Teacher Professional Development: Beauty and Joy of Computing 2018., , , and . ITiCSE, page 271-277. ACM, (2019)PlanIT! A New Integrated Tool to Help Novices Design for Open-ended Projects., , , , , , , , , and 1 other author(s). SIGCSE, page 232-238. ACM, (2021)Aligning Theory and Practice in Teacher Professional Development for Computer Science., , , , , and . Koli Calling, page 22:1-22:11. ACM, (2020)Novices\textquotesingle Learning Barriers When Using Code Examples in Open-Ended Programming, , , , , , , and . Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 1, page 394-400. ACM, (June 2021)Use, Modify, Create: Comparing Computational Thinking Lesson Progressions for STEM Classes., , , , , , , , , and . ITiCSE, page 395-401. ACM, (2019)A Case Study on When and How Novices Use Code Examples in Open-Ended Programming., , , , , , , , , and 2 other author(s). ITiCSE (1), page 82-88. ACM, (2023)Investigating Different Assignment Designs to Promote Collaboration in Block-Based Environments., , , and . SIGCSE, page 832-838. ACM, (2020)Novices' Learning Barriers When Using Code Examples in Open-Ended Programming., , , , , , , and . ITiCSE (1), page 394-400. ACM, (2021)AP CS Principles and The Beauty and Joy of Computing Curriculum: (Abstract Only)., , and . SIGCSE, page 1059. ACM, (2018)