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Threshold concepts in computer science: do they exist and are they useful?, , , , , , and . SIGCSE, page 504-508. ACM, (2007)Student understanding of object-oriented programming as expressed in concept maps., , , , , , and . SIGCSE, page 332-336. ACM, (2008)Successful students' strategies for getting unstuck., , , , and . ITiCSE, page 156-160. ACM, (2007)DCER: sharing empirical computer science education data., , , , , , , , , and 4 other author(s). ICER, page 137-148. ACM, (2008)Putting threshold concepts into context in computer science education., , , , , and . ITiCSE, page 103-107. ACM, (2006)Copying Can Be Good: How Instructors Use Imitation in Teaching Programming., , , , , and . ITiCSE, page 450-456. ACM, (2019)Can graduating students design software systems?, , , , and . SIGCSE, page 403-407. ACM, (2006)Student transformations: are they computer scientists yet?, , , , , and . ICER, page 129-140. ACM, (2009)A Multi-National Study of Reading and Tracing Skills in Novice Programmers, , , , , , , , , and 2 other author(s). ACM SIGCSE Bulletin, 36 (4): 119--150 (December 2004)Student views on learning concurrency.. ICER, page 141-142. ACM, (2011)