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Pondering variables and direct instruction

Authors:

Robin K. Hill,

Mark GuzdialAuthors Info & Claims

Communications of the ACM, Volume 62, Issue 4

Page 6

https://doi.org/10.1145/3311717

Published: 20 March 2019 Publication History

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The Communications Web site, http://cacm.acm.org, features more than a dozen bloggers in the BLOG@CACM community. In each issue of Communications, we'll publish selected posts or excerpts.

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Robin K. Hill considers the nature of variables, while Mark Guzdial reflects on renewed interest in the "direct instruction model."

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Bradley SRamezani A(2024)PRIMM and Proper: Authentic Investigation in HE Introductory Programming with PeerWise and GitHubProceedings of the 8th Conference on Computing Education Practice10.1145/3633053.3633062(33-36)Online publication date: 5-Jan-2024
https://dl.acm.org/doi/10.1145/3633053.3633062
Searle KTofel-Grehl CFischback LHansen T(2022)Affordances and limitations of teachers instructional styles when teaching computer science and computational thinkingComputer Science Education10.1080/08993408.2022.215499233:1(139-161)Online publication date: 25-Dec-2022
https://doi.org/10.1080/08993408.2022.2154992
Hu MAssadi TMahroeian H(2021)Teaching Visualization-first for Novices to Understand Programming2021 IEEE International Conference on Engineering, Technology & Education (TALE)10.1109/TALE52509.2021.9678922(654-660)Online publication date: 5-Dec-2021
https://doi.org/10.1109/TALE52509.2021.9678922

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Pondering variables and direct instruction

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Published In

Communications of the ACM Volume 62, Issue 4

April 2019

136 pages

ISSN:0001-0782

EISSN:1557-7317

DOI:10.1145/3321370

Editor:
Andrew A. Chien
Association for Computing Machinery, New York, NY

Issue’s Table of Contents

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Published: 20 March 2019

Published in CACM Volume 62, Issue 4

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Bradley SRamezani A(2024)PRIMM and Proper: Authentic Investigation in HE Introductory Programming with PeerWise and GitHubProceedings of the 8th Conference on Computing Education Practice10.1145/3633053.3633062(33-36)Online publication date: 5-Jan-2024
https://dl.acm.org/doi/10.1145/3633053.3633062
Searle KTofel-Grehl CFischback LHansen T(2022)Affordances and limitations of teachers instructional styles when teaching computer science and computational thinkingComputer Science Education10.1080/08993408.2022.215499233:1(139-161)Online publication date: 25-Dec-2022
https://doi.org/10.1080/08993408.2022.2154992
Hu MAssadi TMahroeian H(2021)Teaching Visualization-first for Novices to Understand Programming2021 IEEE International Conference on Engineering, Technology & Education (TALE)10.1109/TALE52509.2021.9678922(654-660)Online publication date: 5-Dec-2021
https://doi.org/10.1109/TALE52509.2021.9678922

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Pondering the Ugly Underbelly, and Whether Images Are Real

Pinning down variables, and taking an agile approach

Detecting/preventing infections, and moving instruction online

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