Asking significant research questions is a crucial aspect of building a research foundation in computer science (CS) education. In this article, I argue that the questions that we ask are shaped by internalized theoretical presuppositions about how the social and behavioral worlds operate. And although such presuppositions are essential in making…

Scholarly communities in computing determine how to produce and validate knowledge within their domains of focus. Much of this knowledge can remain tacit because of shared ways of becoming a disciplinary scholar within any particular area of computing. But such tacitness presents challenges for computing education scholarship, since knowledge…

This issue is devoted to the curriculum guidelines from the Liberal Arts Computer Science Consortium. These guidelines provide a coherent and important model for computing education within a liberal arts context, giving primacy to critical reason, rigorous methods, and student engagement in the research process. In this regard, they are at the…

Revising and extending conference articles for journal publication benefits both authors and readers. The new articles are more complete, and benefit from peer review, feedback from conference presentation, and greater editorial consistency. For those articles that are appropriate, we encourage authors to do this, and present two examples of such…

This special issue features a set of papers recently published in the 3rd International Workshop on Computing Education Research (ICER'07). The papers were selected because they closely meet the publication criteria for ACM/JERIC: stemming from computing education practice, grounded in relevant literature, containing analysis of primary empirical…