Background and Context: Professional development (PD) programs for K-12 computer science teachers use surveys to measure teachers' knowledge and attitudes while recognizing daily sentiment and emotion changes can be crucial for providing timely teacher support. Objective: We investigate approaches to compute sentiment and emotion scores…

Background and Context: Auto-graders are praised by novice students learning to program, as they provide them with automatic feedback about their problem-solving process. However, some students often make random changes when they have errors in their code, without engaging in deliberate thinking about the cause of the error. Objective: To…

Background and Context: More data are needed about how young learners identify and fix errors while programming in pairs. Objective: The study will identify discernible patterns in the intersection between debugging processes and the type of regulation used during debugging while children engage in coding to drive further theory and model…

Background and Context: Debugging is a challenging yet understudied practice within recent collaborative K-12 physical computing contexts. We examined think-aloud interviews and reflections of seven high school student pairs who debugged researcher-designed buggy electronic textile projects. Objective: We asked: (1) What strategies did student…

Background and Context: Multiple studies report that experienced instructors lack consensus on the difficulty of programming tasks for novices. However, adequately gauging task difficulty is needed for alignment: to select and structure tasks in order to assess what students can and cannot do. Objective: The aim of this study was to examine…

Background and Context: Based on issues arising around how to best prepare CS teachers and the constantly changing nature of the CS education content, curriculum, and instructional methods, it is crucial to examine the needs of secondary CS teachers. Objective: The primary purpose of this study was to identify secondary computer science (CS)…

Department chairs play a key role in efforts to diversify higher education, particularly in fields like computer science that face long-standing gender and racial/ethnic gaps. This study considers the role of computer science department chairs in guiding broadening participation efforts and how they make sense of external dynamics that influence…

Background & Context: Continuously developing teachers' knowledge, practice, and professional identity is one of the key standards for effective computer science (CS) teachers. Objective: This study aims to understand the landscape of CS teachers in the United States, the professional identity they hold, and how their background and teaching…

Background and Context: Productive failure (PF) is a learning paradigm that flips the order of instruction: students work on a problem, then receive a lesson. PF increases learning, but less is known about student emotions and collaboration during PF, particularly in a computer science context. Objective: To provide insight on students' emotions…

Background and Context: To educate students about programming plagiarism and collusion, we introduced an approach that automatically reports how similar a submitted program is to others. However, as most students receive similar feedback, those who engage in plagiarism and collusion might feel inadequately warned. Objective: When students are…

Background and Context: As computer science (CS) education expands and the need for well-prepared CS teachers grows, understanding what motivates teachers to teach CS can help address challenges to recruiting, preparing, and retaining teachers. Objective: The goal of this work was to develop and validate a scale that measures teachers' motivation…

Background and Context: Computer Science has traditionally had poor student retention, especially among women. Prior work has found that student attitudes are a key factor to retention, especially with "weedout" courses such as Calculus. Objective: To determine how student attitudes towards CS 1 and Calculus change over active-learning…

Background and context: High school students' interest in computing fields is not always sustained in community college due to a disconnect between institutions. Objective: To understand how cross-sector collaborations can align institutional pathways in computing. Research questions: What cross-sector practices can be used to build a computing…

Background and Context: Although computing is a highly sought-after skill set in our modern economy, certain individuals are under represented in computer science (CS) courses and careers. The integration of visual and performing arts in K-12 CS education has been gaining "STEAM" as a viable strategy for making computing more inclusive.…

Background and Context: Current programming learning research often compares novices and experienced programmers, leaving early learning stages and emotional and cognitive states under-explored. Objective: Our study investigates relationships between cognitive and emotional states and learning performance in early stage programming learners with…