Teaching introductory programming: a quantitative evaluation of different approaches

Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/11159

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DC Field	Value	Language
dc.contributor.author	Koulouri, T	-
dc.contributor.author	Lauria, S	-
dc.contributor.author	Macredie, RD	-
dc.date.accessioned	2015-07-20T11:35:08Z	-
dc.date.available	2015-07-20T11:35:08Z	-
dc.date.issued	2014	-
dc.identifier.citation	ACM Transactions on Computing Education, 2014, Vol. 14, No. 4, Article 26.	en_US
dc.identifier.issn	1531-4278	-
dc.identifier.uri	https://bura.brunel.ac.uk/handle/2438/11159	-
dc.description	© ACM, 2014. This is the author's version of the work. It is posted here by permission of ACM for your personal use. Not for redistribution. The definitive version was published in ACM Transactions on Computing Education, 2014, Vol. 14, No. 4, Article 26, DOI: http://dx.doi.org/10.1145/2662412	en_US
dc.language.iso	en	en_US
dc.publisher	Association for Computing Machinery	en_US
dc.subject	Computer and Information Science EducationEducation—Computer science education; curriculum	en_US
dc.subject	experimentation	en_US
dc.subject	empirical studies	-
dc.subject	teaching strategies	-
dc.subject	novice programmers	-
dc.subject	learning programming	-
dc.title	Teaching introductory programming: a quantitative evaluation of different approaches	en_US
dc.type	Article	en_US
dc.identifier.doi	https://doi.org/10.1145/2662412	-
dc.relation.isPartOf	ACM Transactions on Computing Education	-
pubs.publication-status	Published	-
Appears in Collections:	Dept of Computer Science Research Papers

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