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Explicitly Teaching Metacognitive and Self-Regulation Skills in Computing.

. ICER, стр. 289-290. ACM, (2017)

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Metacognition and Self-Regulation in Programming Education: Theories and Exemplars of Use., , , , , , и . ACM Trans. Comput. Educ., 22 (4): 39:1-39:31 (2022)Explicit programming strategies., , , и . Empirical Software Engineering, 25 (4): 2416-2449 (2020)What Do We Think We Think We Are Doing?: Metacognition and Self-Regulation in Programming., , , , , и . ICER, стр. 2-13. ACM, (2020)First Things First: Providing Metacognitive Scaffolding for Interpreting Problem Prompts., , , , , , , и . SIGCSE, стр. 531-537. ACM, (2019)Explicit Programming Strategies., , , и . CoRR, (2019)Explicitly Teaching Metacognitive and Self-Regulation Skills in Computing.. ICER, стр. 289-290. ACM, (2017)The Role of Self-Regulation in Programming Problem Solving Process and Success., и . ICER, стр. 83-91. ACM, (2016)What Do We Think We Think We Are Doing?, , , , , и . Proceedings of the 2020 ACM Conference on International Computing Education Research, New York, NY, ACM, (августа 2020)BEST PAPER AT SIGCSE 2019 IN THE CS EDUCATION TRACK: First things first: providing metacognitive scaffolding for interpreting problem prompts., , , , , , , и . Inroads, 10 (2): 42-49 (2019)Programming, Problem Solving, and Self-Awareness: Effects of Explicit Guidance., , , , , и . CHI, стр. 1449-1461. ACM, (2016)