-
Notifications
You must be signed in to change notification settings - Fork 0
/
Copy pathbibliography.bib
5143 lines (4744 loc) · 244 KB
/
bibliography.bib
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
207
208
209
210
211
212
213
214
215
216
217
218
219
220
221
222
223
224
225
226
227
228
229
230
231
232
233
234
235
236
237
238
239
240
241
242
243
244
245
246
247
248
249
250
251
252
253
254
255
256
257
258
259
260
261
262
263
264
265
266
267
268
269
270
271
272
273
274
275
276
277
278
279
280
281
282
283
284
285
286
287
288
289
290
291
292
293
294
295
296
297
298
299
300
301
302
303
304
305
306
307
308
309
310
311
312
313
314
315
316
317
318
319
320
321
322
323
324
325
326
327
328
329
330
331
332
333
334
335
336
337
338
339
340
341
342
343
344
345
346
347
348
349
350
351
352
353
354
355
356
357
358
359
360
361
362
363
364
365
366
367
368
369
370
371
372
373
374
375
376
377
378
379
380
381
382
383
384
385
386
387
388
389
390
391
392
393
394
395
396
397
398
399
400
401
402
403
404
405
406
407
408
409
410
411
412
413
414
415
416
417
418
419
420
421
422
423
424
425
426
427
428
429
430
431
432
433
434
435
436
437
438
439
440
441
442
443
444
445
446
447
448
449
450
451
452
453
454
455
456
457
458
459
460
461
462
463
464
465
466
467
468
469
470
471
472
473
474
475
476
477
478
479
480
481
482
483
484
485
486
487
488
489
490
491
492
493
494
495
496
497
498
499
500
501
502
503
504
505
506
507
508
509
510
511
512
513
514
515
516
517
518
519
520
521
522
523
524
525
526
527
528
529
530
531
532
533
534
535
536
537
538
539
540
541
542
543
544
545
546
547
548
549
550
551
552
553
554
555
556
557
558
559
560
561
562
563
564
565
566
567
568
569
570
571
572
573
574
575
576
577
578
579
580
581
582
583
584
585
586
587
588
589
590
591
592
593
594
595
596
597
598
599
600
601
602
603
604
605
606
607
608
609
610
611
612
613
614
615
616
617
618
619
620
621
622
623
624
625
626
627
628
629
630
631
632
633
634
635
636
637
638
639
640
641
642
643
644
645
646
647
648
649
650
651
652
653
654
655
656
657
658
659
660
661
662
663
664
665
666
667
668
669
670
671
672
673
674
675
676
677
678
679
680
681
682
683
684
685
686
687
688
689
690
691
692
693
694
695
696
697
698
699
700
701
702
703
704
705
706
707
708
709
710
711
712
713
714
715
716
717
718
719
720
721
722
723
724
725
726
727
728
729
730
731
732
733
734
735
736
737
738
739
740
741
742
743
744
745
746
747
748
749
750
751
752
753
754
755
756
757
758
759
760
761
762
763
764
765
766
767
768
769
770
771
772
773
774
775
776
777
778
779
780
781
782
783
784
785
786
787
788
789
790
791
792
793
794
795
796
797
798
799
800
801
802
803
804
805
806
807
808
809
810
811
812
813
814
815
816
817
818
819
820
821
822
823
824
825
826
827
828
829
830
831
832
833
834
835
836
837
838
839
840
841
842
843
844
845
846
847
848
849
850
851
852
853
854
855
856
857
858
859
860
861
862
863
864
865
866
867
868
869
870
871
872
873
874
875
876
877
878
879
880
881
882
883
884
885
886
887
888
889
890
891
892
893
894
895
896
897
898
899
900
901
902
903
904
905
906
907
908
909
910
911
912
913
914
915
916
917
918
919
920
921
922
923
924
925
926
927
928
929
930
931
932
933
934
935
936
937
938
939
940
941
942
943
944
945
946
947
948
949
950
951
952
953
954
955
956
957
958
959
960
961
962
963
964
965
966
967
968
969
970
971
972
973
974
975
976
977
978
979
980
981
982
983
984
985
986
987
988
989
990
991
992
993
994
995
996
997
998
999
1000
@comment{
Entries currently used in book.
Special characters *MUST* use LaTeX escapes, because BibTeX doesn't handle UTF-8 properly.
}
@comment{AAA}
@book{Abba2012,
author = {Janet Abbate},
title = {Recoding Gender: Women's Changing Participation in Computing},
year = {2012},
publisher = {{MIT} Press},
isbn = {9780262534536},
link = {https://isbndb.com/book/9780262534536},
en = {Describes the careers and accomplishments of the women who shaped the early history of computing, but have all too often been written out of that history.},
es = {Describe las carreras y logros de las mujeres que dieron forma a la historia temprana de la informática, pero que con demasiada frecuencia se han eliminado de esa historia.}
}
@misc{Abel2009,
author = {Andrew Abela},
title = {Chart Suggestions - A Thought Starter},
year = {2009},
howpublished = {\url{http://extremepresentation.typepad.com/files/choosing-a-good-chart-09.pdf}},
local = {abela-2009-choosing-good-chart.pdf},
en = {A graphical decision tree for choosing the right type of chart.},
es = {Un árbol de decisión visual para elegir el tipo correcto de gráfico.}
}
@book{Adam1975,
author = {Frank Adams and Myles Horton},
title = {Unearthing Seeds of Fire: The Idea of Highlander},
year = {1975},
publisher = {Blair},
isbn = {0895870193},
link = {https://isbndb.com/book/0895870193},
en = {A history of the Highlander Folk School and its founder, Myles Horton.},
es = {Una historia del Centro de Investigación y Educación Highlander, anteriormente conocido como Highlander Folk School y su fundador, Myles Horton.}
}
@article{Aike1975,
author = {Edwin G. Aiken and Gary S. Thomas and William A. Shennum},
title = {Memory for a Lecture: Effects of Notes, Lecture Rate, and Informational Density},
journal = {Journal of Educational Psychology},
volume = {67},
number = {3},
pages = {439--444},
year = {1975},
publisher = {American Psychological Association ({APA})},
doi = {10.1037/h0076613},
link = {https://doi.org/10.1037/h0076613},
local = {aiken-1975-note-taking.pdf},
en = {An early landmark study showing that taking notes improved retention.},
es = {Un primer estudio de referencia que muestra que tomar notas mejora la retención del conocimiento.}
}
@inproceedings{Aiva2016,
author = {Efthimia Aivaloglou and Felienne Hermans},
title = {How Kids Code and How We Know},
booktitle = {2016 International Computing Education Research Conference ({ICER'16})},
year = {2016},
publisher = {Association for Computing Machinery ({ACM})},
doi = {10.1145/2960310.2960325},
link = {https://doi.org/10.1145/2960310.2960325},
local = {aivaloglou-2016-how-kids-code.pdf},
en = {Presents an analysis of 250,000 Scratch projects.},
es = {Presenta un análisis de 250.000 proyectos de Scratch.}
}
@book{Alin1989,
author = {Saul D. Alinsky},
title = {Rules for Radicals: A Practical Primer for Realistic Radicals},
year = {1989},
publisher = {Vintage},
isbn = {0679721134},
link = {https://isbndb.com/book/0679721134},
en = {A widely-read guide to community organization written by one of the 20th Century's great organizers.},
es = {Una guía ampliamente leída sobre la organización comunitaria escrita por uno de los grandes organizadores del siglo XX.}
}
@inproceedings{Alqa2017,
author = {Basma S. Alqadi and Jonathan I. Maletic},
title = {An Empirical Study of Debugging Patterns Among Novice Programmers},
booktitle = {2017 Technical Symposium on Computer Science Education ({SIGCSE'17})},
year = {2017},
publisher = {Association for Computing Machinery ({ACM})},
doi = {10.1145/3017680.3017761},
link = {https://doi.org/10.1145/3017680.3017761},
local = {alqadi-2017-novice-debugging.pdf},
en = {Reports patterns in the debugging activities and success rates of novice programmers.},
es = {Informa patrones en las actividades de depuración y tasas de éxito de personas novatas en programación.}
}
@article{Alvi1999,
author = {Jennifer Alvidrez and Rhona S. Weinstein},
title = {Early Teacher Perceptions and Later Student Academic Achievement},
journal = {Journal of Educational Psychology},
volume = {91},
number = {4},
pages = {731--746},
year = {1999},
publisher = {American Psychological Association ({APA})},
doi = {10.1037/0022-0663.91.4.731},
link = {https://doi.org/10.1037/0022-0663.91.4.731},
local = {alvidrez-1999-perceptions-achievement.pdf},
en = {An influential study of the effects of teachers' perceptions of students on their later achievements.},
es = {Un estudio influyente sobre los efectos de las percepciones de los/las docentes sobre los/las estudiantes en sus logros posteriores.}
}
@book{Ambr2010,
author = {Susan A. Ambrose and Michael W. Bridges and Michele DiPietro and Marsha C. Lovett and Marie K. Norman},
title = {How Learning Works: Seven Research-Based Principles for Smart Teaching},
year = {2010},
publisher = {Jossey-Bass},
isbn = {0470484101},
link = {https://isbndb.com/book/0470484101},
en = {Summarizes what we know about education and why we believe it's true, from cognitive psychology to social factors.},
es = {Resume lo que sabemos sobre educación y por qué creemos que es verdad, desde la psicología cognitiva hasta los factores sociales.}
}
@book{Ande2001,
editor = {Lorin W. Anderson and David R. Krathwohl},
title = {A Taxonomy for Learning, Teaching, And Assessing: A Revision of Bloom's Taxonomy of Educational Objectives},
year = {2001},
publisher = {Longman},
isbn = {080131903X},
en = {A widely-used revision to Bloom's Taxonomy.},
es = {Una revisión ampliamente utilizada de la taxonomía de Bloom.}
}
@article{Armo2008,
author = {Michal Armoni and David Ginat},
title = {Reversing: A Fundamental Idea in Computer Science},
journal = {Computer Science Education},
volume = {18},
number = {3},
pages = {213--230},
year = {2008},
month = {9},
publisher = {Informa {UK} Limited},
doi = {10.1080/08993400802332670},
link = {https://doi.org/10.1080/08993400802332670},
local = {armoni-2008-reversing.pdf},
en = {Argues that the notion of reversing things is an unrecognized fundamental concept in computing education.},
es = {Sostiene que la noción de revertir las cosas es un concepto fundamental no reconocido en la educación informática.}
}
@article{Atki2000,
author = {Robert K. Atkinson and Sharon J. Derry and Alexander Renkl and Donald Wortham},
title = {Learning from Examples: Instructional Principles from the Worked Examples Research},
journal = {Review of Educational Research},
volume = {70},
number = {2},
pages = {181--214},
year = {2000},
month = {6},
publisher = {American Educational Research Association ({AERA})},
doi = {10.3102/00346543070002181},
link = {https://doi.org/10.3102/00346543070002181},
local = {atkinson-2000-learning-examples.pdf},
en = {A comprehensive survey of worked examples research at the time.},
es = {Un relevamiento completo de la investigación de ejemplos resueltos hasta ese momento.}
}
@book{Auro2019,
author = {Valerie Aurora and Mary Gardiner},
title = {How to Respond to Code of Conduct Reports},
publisher = {Frame Shift Consulting LLC},
edition = {Version 1.1},
year = {2019},
isbn = {978-1386922575},
link = {https://files.frameshiftconsulting.com/books/cocguide.pdf},
en = {A short, practical guide to enforcing a Code of Conduct.},
es = {Una breve guía práctica para hacer cumplir un Código de Conducta.}
}
@article{Avel2013,
author = {Emma-Louise Aveling and Peter McCulloch and Mary Dixon-Woods},
title = {A Qualitative Study Comparing Experiences of the Surgical Safety Checklist in Hospitals in High-Income and Low-Income Countries},
journal = {{BMJ} Open},
volume = {3},
number = {8},
year = {2013},
month = {8},
publisher = {BMJ},
doi = {10.1136/bmjopen-2013-003039},
link = {https://doi.org/10.1136/bmjopen-2013-003039},
local = {aveling-2013-surgical-checklists.pdf},
en = {Reports the effectiveness of surgical checklist implementations in the UK and Africa.},
es = {Informa sobre la eficacia de las implementaciones de listas de verificación quirúrgicas en el Reino Unido y África.}
}
@comment{BBB}
@inproceedings{Bacc2013,
author = {Alberto Bacchelli and Christian Bird},
title = {Expectations, Outcomes, and Challenges of Modern Code Review},
booktitle = {2013 International Conference on Software Engineering ({ICSE'13})},
year = {2013},
month = {5},
local = {bacchelli-2013-code-review.pdf},
en = {A summary of work on code review.},
es = {Un resumen del trabajo sobre revisión de código.}
}
@inproceedings{Bari2017,
author = {Titus Barik and Justin Smith and Kevin Lubick and Elisabeth Holmes and Jing Feng and Emerson Murphy-Hill and Chris Parnin},
title = {Do Developers Read Compiler Error Messages?},
booktitle = {2017 International Conference on Software Engineering ({ICSE'17})},
year = {2017},
month = {5},
publisher = {Institute of Electrical and Electronics Engineers ({IEEE})},
doi = {10.1109/icse.2017.59},
link = {https://doi.org/10.1109/icse.2017.59},
local = {barik-2017-error-messages-eye-tracking.pdf},
en = {Reports that developers do read error messages and doing so is as hard as reading source code: it takes 13-25\% of total task time.},
es = {Informa que los/las desarrolladores/as leen mensajes de error y que hacerlo es tan difícil como leer el código fuente: toma entre un 13 y un 25\% del tiempo total de la tarea.}
}
@inproceedings{Bark2014,
author = {Lecia Barker and Christopher Lynnly Hovey and Leisa D. Thompson},
title = {Results of a Large-Scale, Multi-Institutional Study of Undergraduate Retention in Computing},
booktitle = {2014 Frontiers in Education Conference ({FIE'14})},
year = {2014},
month = {10},
publisher = {Institute of Electrical and Electronics Engineers ({IEEE})},
doi = {10.1109/fie.2014.7044267},
link = {https://doi.org/10.1109/fie.2014.7044267},
local = {barker-2014-retention-computing.pdf},
en = {Reports that meaningful assignments, faculty interaction with students, student collaboration on assignments, and (for male students) pace and workload relative to expectations drive retention in computing classes, while interactions with teaching assistants or with peers in extracurricular activities have little impact.},
es = {Reporta que las tareas significativas, la interacción del cuerpo docente con los/las estudiantes, la colaboración de los/las estudiantes en las tareas y (para los estudiantes varones) el ritmo y la carga de trabajo en relación con las expectativas impulsan la retención en las clases de computación, mientras que las interacciones con ayudantes o con sus pares en las actividades extracurriculares tienen poco impacto.}
}
@inproceedings{Bark2015,
author = {Lecia Barker and Christopher Lynnly Hovey and Jane Gruning},
title = {What Influences {CS} Faculty to Adopt Teaching Practices?},
booktitle = {2015 Technical Symposium on Computer Science Education ({SIGCSE'15})},
year = {2015},
publisher = {Association for Computing Machinery ({ACM})},
doi = {10.1145/2676723.2677282},
link = {https://doi.org/10.1145/2676723.2677282},
local = {barker-2015-practice-adoption.pdf},
en = {Describes how computer science educators adopt new teaching practices.},
es = {Describe cómo los/las docentes de informática adoptan nuevas prácticas de enseñanza.}
}
@article{Basi1987,
author = {Victor R. Basili and Richard W. Selby},
title = {Comparing the Effectiveness of Software Testing Strategies},
journal = {{IEEE} Transactions on Software Engineering},
volume = {{SE}-13},
number = {12},
pages = {1278--1296},
year = {1987},
month = {12},
publisher = {Institute of Electrical and Electronics Engineers ({IEEE})},
doi = {10.1109/tse.1987.232881},
link = {https://doi.org/10.1109/tse.1987.232881},
local = {basili-1987-code-review.pdf},
en = {An early and influential summary of the effectiveness of code review.},
es = {Un primer e influyente resumen sobre la efectividad de la revisión del código.}
}
@inproceedings{Basu2015,
author = {Soumya Basu and Albert Wu and Brian Hou and John DeNero},
title = {Problems Before Solutions: Automated Problem Clarification at Scale},
booktitle = {2015 Conference on Learning @ Scale ({L@S'15})},
year = {2015},
publisher = {Association for Computing Machinery ({ACM})},
doi = {10.1145/2724660.2724679},
link = {https://doi.org/10.1145/2724660.2724679},
local = {basu-2015-problems-before-solutions.pdf},
en = {Describes a system in which students have to unlock test cases for their code by answering MCQs, and presents data showing that this is effective.},
es = {Describe un sistema en el que los/las estudiantes tienen que desbloquear casos de prueba para su código respondiendo preguntas frecuentes y presenta datos que demuestran que esta práctica es efectiva.}
}
@inproceedings{Batt2018,
author = {Lina Battestilli and Apeksha Awasthi and Yingjun Cao},
title = {Two-Stage Programming Projects: Individual Work Followed by Peer Collaboration},
booktitle = {2018 Technical Symposium on Computer Science Education ({SIGCSE'18})},
year = {2018},
publisher = {Association for Computing Machinery ({ACM})},
doi = {10.1145/3159450.3159486},
link = {https://doi.org/10.1145/3159450.3159486},
local = {battestilli-2018-two-stage.pdf},
en = {Reports that learning outcomes were improved by two-stage projects in which students work individually, then re-work the same problem in pairs.},
es = {Informa que los resultados del aprendizaje mejoraron mediante proyectos de dos etapas en los que los/las estudiantes trabajan individualmente y luego vuelven a resolver el mismo problema en parejas.}
}
@article{Baue2015,
author = {Mark S. Bauer and Laura Damschroder and Hildi Hagedorn and Jeffrey Smith and Amy M. Kilbourne},
title = {An Introduction to Implementation Science for the Non-Specialist},
journal = {{BMC} Psychology},
volume = {3},
number = {1},
year = {2015},
month = {9},
publisher = {Springer Nature},
doi = {10.1186/s40359-015-0089-9},
link = {https://doi.org/10.1186/s40359-015-0089-9},
local = {bauer-2015-implementation-science.pdf},
en = {Explains what implementation science is, using examples from the US Veterans Administration to illustrate.},
es = {Explica qué es la ciencia de la implementación, utilizando ejemplos de la Administración de Veteranos de EE.UU. para ilustrarla.}
}
@article{Beck2013,
author = {Leland Beck and Alexander Chizhik},
title = {Cooperative Learning Instructional methods for {CS1}: Design, Implementation, and Evaluation},
journal = {{ACM} Transactions on Computing Education},
volume = {13},
number = {3},
pages = {10:1--10:21},
year = {2013},
month = {8},
issn = {1946-6226},
doi = {10.1145/2492686},
link = {https://doi.acm.org/10.1145/2492686},
local = {beck-2013-cs-coop-learning.pdf},
en = {Reports that cooperative learning enhances learning outcomes and self-efficacy in CS1.},
es = {Informa que el aprendizaje cooperativo mejora los resultados del aprendizaje y la autoeficacia en CS1.}
}
@article{Beck2014,
author = {Victoria Beck},
title = {Testing a Model to Predict Online Cheating---Much Ado About Nothing},
journal = {Active Learning in Higher Education},
volume = {15},
number = {1},
pages = {65--75},
year = {2014},
month = {1},
publisher = {{SAGE} Publications},
doi = {10.1177/1469787413514646},
link = {https://doi.org/10.1177/1469787413514646},
local = {beck-2014-online-cheating.pdf},
en = {Reports that cheating is no more likely in online courses than in face-to-face courses.},
es = {Reporta que hacer trampa no es más probable en los cursos en línea que en los cursos presenciales.}
}
@article{Beck2016,
author = {Brett A. Becker and Graham Glanville and Ricardo Iwashima and Claire McDonnell and Kyle Goslin and Catherine Mooney},
title = {Effective Compiler Error Message Enhancement for Novice Programming Students},
journal = {Computer Science Education},
volume = {26},
number = {2-3},
pages = {148--175},
year = {2016},
month = {7},
publisher = {Informa {UK} Limited},
doi = {10.1080/08993408.2016.1225464},
link = {https://doi.org/10.1080/08993408.2016.1225464},
local = {becker-2016-error-message-enhancement.pdf},
en = {Reports that improved error messages helped novices learn faster.},
es = {Reporta que los mensajes de error mejorados ayudaron a las personas principiantes a aprender más rápido.}
}
@inproceedings{Beni2017,
author = {Gal Beniamini and Sarah Gingichashvili and Alon Klein Orbach and Dror G. Feitelson},
title = {Meaningful Identifier Names: The Case of Single-Letter Variables},
booktitle = {2017 International Conference on Program Comprehension ({ICPC'17})},
year = {2017},
month = {5},
publisher = {Institute of Electrical and Electronics Engineers ({IEEE})},
doi = {10.1109/icpc.2017.18},
link = {https://doi.org/10.1109/icpc.2017.18},
local = {beniamini-2017-single-letter.pdf},
en = {Reports that use of single-letter variable names doesn't affect ability to modify code, and that some single-letter variable names have implicit types and meanings.},
es = {Informa que el uso de nombres de variables de una sola letra no afecta la capacidad de modificar el código y que algunos nombres de variables de una sola letra tienen tipos y significados implícitos.}
}
@article{Benn2007a,
author = {Jens Bennedsen and Michael E. Caspersen},
title = {Failure Rates in Introductory Programming},
journal = {{ACM} {SIGCSE} Bulletin},
volume = {39},
number = {2},
pages = {32},
year = {2007},
month = {6},
publisher = {Association for Computing Machinery ({ACM})},
doi = {10.1145/1272848.1272879},
link = {https://doi.org/10.1145/1272848.1272879},
local = {bennedsen-2007-failure-rates.pdf},
en = {Reports that 67\% of students pass CS1, with variation from 5\% to 100\%.},
es = {Informa que el 67\% de los/las estudiantes aprueba CS1, con una variación del 5\% al 100\%.}
}
@inproceedings{Benn2007b,
author = {Jens Bennedsen and Carsten Schulte},
title = {What Does ``Objects-first'' Mean?: An International Study of Teachers' Perceptions of Objects-first},
booktitle = {2007 Koli Calling Conference on Computing Education Research ({Koli'07})},
pages = {21--29},
year = {2007},
link = {http://dl.acm.org/citation.cfm?id=2449323.2449327},
local = {bennedsen-2007-objects-first.pdf},
en = {Teases out three meanings of ``objects first'' in computing education.},
es = {Descubre tres significados de ``objetos primero'' en la educación informática.}
}
@book{Benn2000,
author = {Patricia Benner},
title = {From Novice to Expert: Excellence and Power in Clinical Nursing Practice},
year = {2000},
publisher = {Pearson},
isbn = {0130325228},
link = {https://isbndb.com/book/0130325228},
en = {A classic study of clinical judgment and the development of expertise.},
es = {Un estudio clásico del juicio clínico y el desarrollo de la experiencia.}
}
@book{Berg2012,
author = {Joseph Bergin and Jane Chandler and Jutta Eckstein and Helen Sharp and Mary Lynn Manns and Klaus Marquardt and Marianna Sipos and Markus Völter and Eugene Wallingford},
title = {Pedagogical Patterns: Advice for Educators},
year = {2012},
publisher = {CreateSpace},
isbn = {9781479171828},
link = {https://isbndb.com/book/9781479171828},
en = {A catalog of design patterns for teaching.},
es = {Un catálogo de patrones de diseño para la docencia.}
}
@article{Biel1995,
author = {Katerine Bielaczyc and Peter L. Pirolli and Ann L. Brown},
title = {Training in Self-Explanation and Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving},
journal = {Cognition and Instruction},
volume = {13},
number = {2},
pages = {221--252},
year = {1995},
month = {6},
publisher = {Informa {UK} Limited},
doi = {10.1207/s1532690xci1302_3},
link = {https://doi.org/10.1207/s1532690xci1302_3},
local = {bielaczyc-1995-self-explanation.pdf},
en = {Reports that training learners in self-explanation accelerates their learning.},
es = {Informa que la formación de los/las estudiantes en la autoexplicación acelera su aprendizaje.}
}
@book{Bigg2011,
author = {John Biggs and Catherine Tang},
title = {Teaching for Quality Learning at University},
year = {2011},
publisher = {Open University Press},
isbn = {0335242758},
link = {https://isbndb.com/book/0335242758},
en = {A step-by-step guide to lesson development, delivery, and evaluation for people working in higher education.},
es = {Una guía paso a paso para el desarrollo, la enseñanza y la evaluación de lecciones para personas que trabajan en la educación superior.}
}
@article{Bink2012,
author = {Dave Binkley and Marcia Davis and Dawn Lawrie and Jonathan I. Maletic and Christopher Morrell and Bonita Sharif},
title = {The Impact of Identifier Style on Effort and Comprehension},
journal = {Empirical Software Engineering},
volume = {18},
number = {2},
pages = {219--276},
year = {2012},
month = {5},
publisher = {Springer Nature},
doi = {10.1007/s10664-012-9201-4},
link = {https://doi.org/10.1007/s10664-012-9201-4},
local = {binkley-2012-identifier-style-effort-comprehension.pdf},
en = {Reports that reading and understanding code is fundamentally different from reading prose, and that experienced developers are relatively unaffected by identifier style, but beginners benefit from the use of camel case (versus pothole case).},
es = {Reporta que leer y comprender código es fundamentalmente diferente de leer prosa y que los/las desarrolladores/as con experiencia no se ven relativamente afectados/as por el estilo del identificador, pero las personas principiantes se benefician del uso del Camel case (frente al pothole case).}
}
@article{Blik2014,
author = {Paulo Blikstein and Marcelo Worsley and Chris Piech and Mehran Sahami and Steven Cooper and Daphne Koller},
title = {Programming Pluralism: Using Learning Analytics to Detect Patterns in the Learning of Computer Programming},
journal = {Journal of the Learning Sciences},
volume = {23},
number = {4},
pages = {561--599},
year = {2014},
month = {10},
publisher = {Informa {UK} Limited},
doi = {10.1080/10508406.2014.954750},
link = {https://doi.org/10.1080/10508406.2014.954750},
local = {blikstein-2014-programming-pluralism.pdf},
en = {Reports an attempt to categorize novice programmer behavior using machine learning that found interesting patterns on individual assignments.},
es = {Reporte de un intento de categorizar el comportamiento de una persona novata en programación mediante el uso de aprendizaje automático, que encontró patrones interesantes en las tareas individuales.}
}
@article{Bloo1984,
author = {Benjamin S. Bloom},
title = {The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring},
journal = {Educational Researcher},
volume = {13},
number = {6},
pages = {4--16},
year = {1984},
month = {6},
doi = {10.3102/0013189x013006004},
link = {https://doi.org/10.3102/0013189x013006004},
local = {bloom-1984-two-sigma.pdf},
en = {Reports that students tutored one-to-one using mastery learning techniques perform two standard deviations better than those who learned through conventional lecture.},
es = {Informa que los/las estudiantes que recibieron tutoría individual usando técnicas de dominio de aprendizaje aprenden mejor por dos desviaciones estándar que quienes aprendieron a través de una clase convencional.}
}
@book{Boll2014,
author = {David Bollier},
title = {Think Like a Commoner: A Short Introduction to the Life of the Commons},
year = {2014},
publisher = {New Society Publishers},
isbn = {0865717680},
link = {https://isbndb.com/book/0865717680},
en = {A short introduction to a widely-used model of governance.},
es = {Una breve introducción a un modelo de gobernanza ampliamente utilizado.}
}
@article{Boha2011,
author = {Mark Bohay and Daniel P. Blakely and Andrea K. Tamplin and Gabriel A. Radvansky},
title = {Note Taking, Review, Memory, and Comprehension},
journal = {American Journal of Psychology},
volume = {124},
number = {1},
pages = {63},
year = {2011},
publisher = {University of Illinois Press},
doi = {10.5406/amerjpsyc.124.1.0063},
link = {https://doi.org/10.5406/amerjpsyc.124.1.0063},
local = {bohay-2011-note-taking.pdf},
en = {Reports that note-taking improves retention most at deeper levels of understanding.},
es = {Informa que tomar notas mejora la retención en niveles más profundos de comprensión.}
}
@article{Borr2014,
author = {Maura Borrego and Charles Henderson},
title = {Increasing the Use of Evidence-Based Teaching in {STEM} Higher Education: A Comparison of Eight Change Strategies},
journal = {Journal of Engineering Education},
volume = {103},
number = {2},
pages = {220--252},
year = {2014},
month = {4},
publisher = {Wiley-Blackwell},
doi = {10.1002/jee.20040},
link = {https://doi.org/10.1002/jee.20040},
local = {borrego-2014-henderson-change-strategies.pdf},
en = {Categorizes different approaches to effecting change in higher education.},
es = {Categoriza diferentes enfoques para lograr cambios en la educación superior.}
}
@inproceedings{Bria2015,
author = {Samuel A. Brian and Richard N. Thomas and James M. Hogan and Colin Fidge},
title = {Planting Bugs: A System for Testing Students' Unit Tests},
booktitle = {2015 Conference on Innovation and Technology in Computer Science Education ({ITiCSE'15})},
year = {2015},
publisher = {Association for Computing Machinery ({ACM})},
doi = {10.1145/2729094.2742631},
link = {https://doi.org/10.1145/2729094.2742631},
local = {brian-2015-planting-bugs.pdf},
en = {Describes a tool for assessing students' programs and unit tests and finds that students often write weak tests and misunderstand the role of unit testing.},
es = {Describe una herramienta para evaluar los programas de los/las estudiantes y las pruebas unitarias, y descubre que los/las estudiantes a menudo escriben pruebas débiles y no entienden el papel de las pruebas unitarias.}
}
@book{Broo2016,
author = {Stephen D. Brookfield and Stephen Preskill},
title = {The Discussion Book: 50 Great Ways to Get People Talking},
year = {2016},
publisher = {Jossey-Bass},
isbn = {9781119049715},
link = {https://isbndb.com/book/9781119049715},
en = {Describes fifty different ways to get groups talking productively.},
es = {Describe cincuenta formas diferentes de lograr que los grupos hablen de manera productiva.}
}
@article{Brop1983,
author = {Jere E. Brophy},
title = {Research on the Self-Fulfilling Prophecy and Teacher Expectations},
journal = {Journal of Educational Psychology},
volume = {75},
number = {5},
pages = {631--661},
year = {1983},
publisher = {American Psychological Association ({APA})},
doi = {10.1037/0022-0663.75.5.631},
link = {https://doi.org/10.1037/0022-0663.75.5.631},
local = {brophy-1983-self-fulfilling-prophecy.pdf},
en = {A early, influential study of the effects of teachers' perceptions on students' achievements.},
es = {Un estudio inicial e influyente de los efectos de las percepciones de los/las docentes sobre los logros de los/las estudiantes.}
}
@book{Brow2007,
author = {Michael Jacoby Brown},
title = {Building Powerful Community Organizations: A Personal Guide to Creating Groups that Can Solve Problems and Change the World},
year = {2007},
publisher = {Long Haul Press},
isbn = {0977151808},
link = {https://isbndb.com/book/0977151808},
en = {A practical guide to creating effective organizations in and for communities.},
es = {Una guía práctica para crear organizaciones eficaces en y para las comunidades.}
}
@article{Brow2017,
author = {Neil C. C. Brown and Amjad Altadmri},
title = {Novice Java Programming Mistakes},
journal = {{ACM} Transactions on Computing Education},
volume = {17},
number = {2},
year = {2017},
month = {5},
publisher = {Association for Computing Machinery ({ACM})},
doi = {10.1145/2994154},
link = {https://doi.org/10.1145/2994154},
local = {brown-2017-novice-mistakes.pdf},
en = {Summarizes the authors' analysis of novice programming mistakes.},
es = {Resume el análisis de los autores de errores de programación para principiantes.}
}
@article{Brow2018,
author = {Neil C. C. Brown and Greg Wilson},
title = {Ten Quick Tips for Teaching Programming},
journal = {{PLoS} Computational Biology},
volume = {14},
number = {4},
year = {2018},
month = {4},
publisher = {Public Library of Science ({PLoS})},
doi = {10.1371/journal.pcbi.1006023},
link = {https://doi.org/10.1371/journal.pcbi.1006023},
local = {brown-2018-teaching-tips.pdf},
en = {A short summary of what we actually know about teaching programming and why we believe it's true.},
es = {Un breve resumen de lo que realmente sabemos sobre la enseñanza de la programación y por qué creemos que es cierto.}
}
@inproceedings{Buff2015,
author = {Kevin Buffardi and Stephen H. Edwards},
title = {Reconsidering Automated Feedback: A Test-Driven Approach},
booktitle = {2015 Technical Symposium on Computer Science Education ({SIGCSE'15})},
year = {2015},
publisher = {Association for Computing Machinery ({ACM})},
doi = {10.1145/2676723.2677313},
link = {https://doi.org/10.1145/2676723.2677313},
local = {buffardi-2015-reconsidering-automated-feedback.pdf},
en = {Describes a system that associates failed tests with particular features in a learner's code so that learners cannot game the system.},
es = {Describe un sistema que asocia las pruebas fallidas con características particulares en el código de un/a estudiante para que los/las estudiantes no puedan jugar con el sistema.}
}
@book{Burg2015,
author = {Sheryl E. Burgstahler},
title = {Universal Design in Higher Education: From Principles to Practice},
edition = {Second},
year = {2015},
publisher = {Harvard Education Press},
isbn = {9781612508160},
link = {https://isbndb.com/book/9781612508160},
en = {Describes how to make online teaching materials accessible to everyone.},
es = {Describe cómo hacer que los materiales didácticos en línea sean accesibles para todas las personas.}
}
@inproceedings{Burk2018,
author = {Quinn Burke and Cinamon Bailey and Louise Ann Lyon and Emily Greeen},
title = {Understanding the Software Development Industry's Perspective on Coding Boot Camps Versus Traditional 4-Year Colleges},
booktitle = {2018 Technical Symposium on Computer Science Education ({SIGCSE'18})},
year = {2018},
publisher = {Association for Computing Machinery ({ACM})},
doi = {10.1145/3159450.3159485},
link = {https://doi.org/10.1145/3159450.3159485},
local = {burke-2018-industry-bootcamp-perspective.pdf},
en = {Compares the skills and credentials that tech industry recruiters are looking for to those provided by 4-year degrees and bootcamps.},
es = {Compara las habilidades y credenciales que buscan los/las reclutadores/as de la industria de la tecnología con las que brindan las carrera de grado de cuatro años y los campamentos de entrenamiento.}
}
@inproceedings{Butl2017,
author = {Zack Butler and Ivona Bezakova and Kimberly Fluet},
title = {Pencil Puzzles for Introductory Computer Science},
booktitle = {2017 Technical Symposium on Computer Science Education ({SIGCSE'17})},
year = {2017},
publisher = {Association for Computing Machinery ({ACM})},
doi = {10.1145/3017680.3017765},
link = {https://doi.org/10.1145/3017680.3017765},
local = {butler-2017-pencil-puzzles.pdf},
en = {Describes pencil-and-paper puzzles that can be turned into CS1/CS2 assignments, and reports that they are enjoyed by students and encourage meta-cognition.},
es = {Describe acertijos de lápiz y papel que se pueden convertir en tareas de CS1/CS2, e informa que los/las estudiantes disfrutan de estos ejercicios y que fomentan la metacognición.}
}
@inproceedings{Byck2005,
author = {Pauli Byckling and Petri Gerdt and Jorma Sajaniemi},
title = {Roles of Variables in Object-Oriented Programming},
booktitle = {2005 Conference on Object-Oriented Programming, Systems, Languages, and Applications ({OOPSLA'05})},
year = {2005},
publisher = {Association for Computing Machinery ({ACM})},
doi = {10.1145/1094855.1094972},
link = {https://doi.org/10.1145/1094855.1094972},
local = {byckling-2005-variable-roles-oop.pdf},
en = {Presents single-variable design patterns common in novice programs.},
es = {Presenta patrones de diseño de una sola variable comunes en programas de principiantes.}
}
@comment{CCC}
@inproceedings{Camp2016,
author = {Jennifer Campbell and Diane Horton and Michelle Craig},
title = {Factors for Success in Online {CS1}},
booktitle = {2016 Conference on Innovation and Technology in Computer Science Education ({ITiCSE'16})},
year = {2016},
publisher = {Association for Computing Machinery ({ACM})},
doi = {10.1145/2899415.2899457},
link = {https://doi.org/10.1145/2899415.2899457},
local = {campbell-2016-online-cs1-success.pdf},
en = {Compares students who opted in to an online CS1 class online with those who took it in person in a flipped classroom.},
es = {Compara a estudiantes que optaron por una clase de CS1 en línea con quienes la tomaron en persona en un aula invertida.}
}
@article{Carr1987,
author = {John Carroll and Penny Smith-Kerker and James Ford and Sandra Mazur-Rimetz},
title = {The Minimal Manual},
journal = {Human-Computer Interaction},
volume = {3},
number = {2},
pages = {123--153},
year = {1987},
month = {6},
publisher = {Informa {UK} Limited},
doi = {10.1207/s15327051hci0302_2},
link = {https://doi.org/10.1207/s15327051hci0302_2},
local = {carroll-1987-minimal-manual.pdf},
en = {The foundational paper on minimalist instruction.},
es = {El artículo fundacional sobre la instrucción minimalista.}
}
@article{Carr2014,
author = {John Carroll},
title = {Creating Minimalist Instruction},
journal = {International Journal of Designs for Learning},
volume = {5},
number = {2},
year = {2014},
month = {11},
publisher = {IUScholarWorks},
doi = {10.14434/ijdl.v5i2.12887},
link = {https://doi.org/10.14434/ijdl.v5i2.12887},
local = {carroll-2014-creating-minimalist.pdf},
en = {A look back on the author's work on minimalist instruction.},
es = {Una mirada retrospectiva al trabajo del autor sobre la instrucción minimalista.}
}
@inproceedings{Cart2017,
author = {Adam Scott Carter and Christopher David Hundhausen},
title = {Using Programming Process Data to Detect Differences in Students' Patterns of Programming},
booktitle = {2017 Technical Symposium on Computer Science Education ({SIGCSE'17})},
year = {2017},
publisher = {Association for Computing Machinery ({ACM})},
doi = {10.1145/3017680.3017785},
link = {https://doi.org/10.1145/3017680.3017785},
local = {carter-2017-novice-programming-process.pdf},
en = {Shows that students of different levels approach programming tasks differently, and that these differences can be detected automatically.},
es = {Muestra que los/las estudiantes de diferentes niveles abordan las tareas de programación de manera diferente y que estas diferencias se pueden detectar automáticamente.}
}
@inproceedings{Casp2007,
author = {Michael E. Caspersen and Jens Bennedsen},
title = {Instructional Design of a Programming Course},
booktitle = {2007 International Computing Education Research Conference ({ICER'07})},
year = {2007},
publisher = {Association for Computing Machinery ({ACM})},
doi = {10.1145/1288580.1288595},
link = {https://doi.org/10.1145/1288580.1288595},
local = {caspersen-2007-instructional-design.pdf},
en = {Goes from a model of human cognition to three learning theories, and from there to the design of an introductory object-oriented programming course.},
es = {Pasa de un modelo de cognición humana a tres teorías de aprendizaje, y de ahí al diseño de un curso introductorio de programación orientada a objetos.}
}
@inproceedings{Cele2018,
author = {Mehmet Celepkolu and Kristy Elizabeth Boyer},
title = {Thematic Analysis of Students' Reflections on Pair Programming in {CS1}},
booktitle = {2018 Technical Symposium on Computer Science Education ({SIGCSE'18})},
year = {2018},
publisher = {Association for Computing Machinery ({ACM})},
doi = {10.1145/3159450.3159516},
link = {https://doi.org/10.1145/3159450.3159516},
local = {celepkolu-2018-pair-programming.pdf},
en = {Reports that pair programming has the same learning gains side-by-side programming but higher student satisfaction.},
es = {Informa que la programación en parejas tiene las mismas ganancias de aprendizaje que la programación en paralelo, pero una mayor satisfacción de los/las estudiantes.}
}
@article{Ceti2016,
author = {Ibrahim Cetin and Christine Andrews-Larson},
title = {Learning Sorting Algorithms Through Visualization Construction},
journal = {Computer Science Education},
volume = {26},
number = {1},
pages = {27--43},
year = {2016},
month = {1},
publisher = {Informa {UK} Limited},
doi = {10.1080/08993408.2016.1160664},
link = {https://doi.org/10.1080/08993408.2016.1160664},
local = {cetin-2016-visualization-construction.pdf},
en = {Reports that people learn more from constructing algorithm visualizations than they do from viewing visualizations constructed by others.},
es = {Informa que la gente aprende más al construir visualizaciones de algoritmos que al ver visualizaciones construidas por otras personas.}
}
@inproceedings{Chen2009,
author = {Nicholas Chen and Maurice Rabb},
title = {A Pattern Language for Screencasting},
booktitle = {2009 Conference on Pattern Languages of Programs ({PLoP'09})},
year = {2009},
publisher = {Association for Computing Machinery ({ACM})},
doi = {10.1145/1943226.1943234},
link = {https://doi.org/10.1145/1943226.1943234},
local = {chen-2009-pattern-language-screencasting.pdf},
en = {A brief, well-organized collection of tips for making screencasts.},
es = {Una colección breve y bien organizada de consejos para hacer grabación de pantalla.}
}
@inproceedings{Chen2017,
author = {Nick Cheng and Brian Harrington},
title = {The Code Mangler: Evaluating Coding Ability Without Writing Any Code},
booktitle = {2017 Technical Symposium on Computer Science Education ({SIGCSE'17})},
year = {2017},
publisher = {Association for Computing Machinery ({ACM})},
doi = {10.1145/3017680.3017704},
link = {https://doi.org/10.1145/3017680.3017704},
local = {cheng-2017-code-mangler.pdf},
en = {Reports that student performance on exercises in which they undo code mangling correlates strongly with performance on traditional assessments.},
es = {Informa que el rendimiento de los/las estudiantes en los ejercicios en los que deshacen manipulación de código se correlaciona fuertemente con el rendimiento en las evaluaciones tradicionales.}
}
@article{Chen2018,
author = {Chen Chen and Paulina Haduong and Karen Brennan and Gerhard Sonnert and Philip Sadler},
title = {The effects of first programming language on college students' computing attitude and achievement: a comparison of graphical and textual languages},
journal = {Computer Science Education},
month = {11},
year = {2018},
volume = {29},
number = {1},
pages = {23--48},
publisher = {Informa {UK} Limited},
doi = {10.1080/08993408.2018.1547564},
url = {https://doi.org/10.1080/08993408.2018.1547564},
local = {chen-2018-graphical-textual.pdf},
en = {Finds that students whose first language was graphical had higher grades than students whose first language was textual when the languages were introduced in or before early adolescent years.},
es = {Encuentra que los/las estudiantes cuyo primer lenguaje fue el gráfico obtuvieron calificaciones más altas que los/las estudiantes cuyo primer lenguaje fue textual cuando se introdujeron esos idiomas en la adolescencia o antes.}
}
@inproceedings{Cher2007,
author = {Mauro Cherubini and Gina Venolia and Rob DeLine and Amy J. Ko},
title = {Let's Go to the Whiteboard: How and Why Software Developers Use Drawings},
booktitle = {2007 Conference on Human Factors in Computing Systems ({CHI'07})},
year = {2007},
publisher = {Association for Computing Machinery ({ACM})},
doi = {10.1145/1240624.1240714},
link = {https://doi.org/10.1145/1240624.1240714},
local = {cherubini-2007-whiteboard.pdf},
en = {Reports that developers draw diagrams to aid discussion rather than to document designs.},
es = {Informa que los/las desarrolladores/as dibujan diagramas para ayudarse en la discusión en lugar de documentar los diseños.}
}
@article{Cher2009,
author = {Sapna Cheryan and Victoria C. Plaut and Paul G. Davies and Claude M. Steele},
title = {Ambient Belonging: How Stereotypical Cues Impact Gender Participation in Computer Science},
journal = {Journal of Personality and Social Psychology},
volume = {97},
number = {6},
pages = {1045--1060},
year = {2009},
publisher = {American Psychological Association ({APA})},
doi = {10.1037/a0016239},
link = {https://doi.org/10.1037/a0016239},
local = {cheryan-2009-ambient-belonging.pdf},
en = {Reports that subtle environmental clues have a measurable impact on the interest that people of different genders have in computing.},
es = {Informa que pistas ambientales sutiles tienen un impacto medible en el interés que las personas de diferentes géneros tienen en la informática.}
}
@article{Chet2014,
author = {Raj Chetty and John N. Friedman and Jonah E. Rockoff},
title = {Measuring the Impacts of Teachers {II}: Teacher Value-Added and Student Outcomes in Adulthood},
journal = {American Economic Review},
volume = {104},
number = {9},
pages = {2633--2679},
year = {2014},
month = {9},
publisher = {American Economic Association ({AEA})},
doi = {10.1257/aer.104.9.2633},
link = {https://doi.org/10.1257/aer.104.9.2633},
local = {chetty-2014-teacher-impact.pdf},
en = {Reports that good teachers have a small but measurable impact on student outcomes.},
es = {Informa que los/las buenos/as docentes tienen un impacto pequeño pero medible en los resultados de los/las estudiantes.}
}
@article{Chi1989,
author = {Michelene T. H. Chi and Miriam Bassok and Matthew W. Lewis and Peter Reimann and Robert Glaser},
title = {Self-Explanations: How Students Study and Use Examples in Learning to Solve Problems},
journal = {Cognitive Science},
volume = {13},
number = {2},
pages = {145--182},
year = {1989},
month = {4},
publisher = {Wiley-Blackwell},
doi = {10.1207/s15516709cog1302_1},
link = {https://doi.org/10.1207/s15516709cog1302_1},
local = {chi-1989-self-explanations.pdf},
en = {A seminal paper on the power of self-explanation.},
es = {Un artículo fundacional sobre el poder de la autoexplicación.}
}
@misc{Coco2018,
author = {Center for Community Organizations},
title = {The ``Problem'' Woman of Colour in the Workplace},
year = {2018},
howpublished = {\url{https://coco-net.org/problem-woman-colour-nonprofit-organizations/}},
local = {coco-2018-woc-in-organization.pdf},
en = {Outlines the experience of many women of color in the workplace.},
es = {Describe la experiencia de muchas mujeres de color en su lugar de trabajo.}
}
@article{Coll1991,
author = {Allan Collins and John Seely Brown and Ann Holum},
title = {Cognitive Apprenticeship: Making Thinking Visible},
journal = {American Educator},
volume = {6},
pages = {38--46},
year = {1991},
local = {collins-1991-cognitive-apprenticeship.pdf},
en = {Describes an educational model based on the notion of apprenticeship and master guidance.},
es = {Describe un modelo educativo basado en la noción de aprendizaje y orientación maestra.}
}
@book{Coom2012,
author = {Norman Coombs},
title = {Making Online Teaching Accessible},
year = {2012},
publisher = {Jossey-Bass},
isbn = {9781458725288},
link = {https://isbndb.com/book/9781458725288},
en = {An accessible guide to making online lessons accessible.},
es = {Una guía accesible para hacer accesibles las lecciones en línea.}
}
@book{Covi2017,
author = {Martin V. Covington and Linda M. {von Hoene} and Dominic J. Voge},
title = {Life Beyond Grades: Designing College Courses to Promote Intrinsic Motivation},
year = {2017},
publisher = {Cambridge University Press},
isbn = {9780521805230},
link = {https://isbndb.com/book/9780521805230},
en = {Explores ways of balancing intrinsic and extrinsic motivation in institutional education.},
es = {Explora formas de equilibrar la motivación intrínseca y extrínseca en la educación institucional.}
}
@book{Craw2010,
author = {Matthew B. Crawford},
title = {Shop Class as Soulcraft: An Inquiry into the Value of Work},
year = {2010},
publisher = {Penguin},
isbn = {9780143117469},
link = {https://isbndb.com/book/9780143117469},
en = {A deep analysis of what we learn about ourselves by doing certain kinds of work.},
es = {Un análisis profundo de lo que aprendemos sobre nosotros/as mismos/as al realizar determinados tipos de trabajo.}
}
@article{Crou2001,
author = {Catherine H. Crouch and Eric Mazur},
title = {Peer Instruction: Ten Years of Experience and Results},
journal = {American Journal of Physics},
volume = {69},
number = {9},
pages = {970--977},
year = {2001},
month = {9},
publisher = {American Association of Physics Teachers ({AAPT})},
doi = {10.1119/1.1374249},
link = {https://doi.org/10.1119/1.1374249},
local = {crouch-2001-peer-instruction-ten-years.pdf},
en = {Reports results from the first ten years of peer instruction in undergraduate physics classes, and describes ways in which its implementation changed during that time.},
es = {Informa los resultados de los primeros diez años de instrucción entre pares en las clases de física de pregrado y describe las formas en que su implementación cambió durante ese tiempo.}
}
@book{Csik2008,
author = {Mihaly Csikszentmihaly},
title = {Flow: The Psychology of Optimal Experience},
year = {2008},
publisher = {Harper},
isbn = {978-0061339202},
link = {https://isbndb.com/book/0061339202},
en = {An influential discussion of what it means to be fully immersed in a task.},
es = {Una discusión influyente sobre lo que significa estar completamente inmerso/a en una tarea.}
}
@inproceedings{Cunn2017,
author = {Kathryn Cunningham and Sarah Blanchard and Barbara J. Ericson and Mark Guzdial},
title = {Using Tracing and Sketching to Solve Programming Problems},
booktitle = {2017 Conference on International Computing Education Research ({ICER'17})},
year = {2017},
publisher = {Association for Computing Machinery ({ACM})},
doi = {10.1145/3105726.3106190},
link = {https://doi.org/10.1145/3105726.3106190},
local = {cunningham-2017-sketching.pdf},
en = {Found that writing new values near variables' names as they change is the most effective tracing technique.},
es = {Descubre que escribir nuevos valores cerca de los nombres de las variables a medida que cambian es la técnica de rastreo más efectiva.}
}
@inproceedings{Cutt2017,
author = {Quintin Cutts and Charles Riedesel and Elizabeth Patitsas and Elizabeth Cole and Peter Donaldson and Bedour Alshaigy and Mirela Gutica and Arto Hellas and Edurne Larraza-Mendiluze and Robert McCartney},
title = {Early Developmental Activities and Computing Proficiency},
booktitle = {2017 Conference on Innovation and Technology in Computer Science Education ({ITiCSE'17})},
year = {2017},