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Toward Data-Driven Example Feedback for Novice Programming.

, , , , , and . EDM, International Educational Data Mining Society (IEDMS), (2019)

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Exploring and Influencing Teacher Grading for Block-based Programs through Rubrics and the GradeSnap Tool., , , , , , and . ICER, page 101-114. ACM, (2021)Bridge to Computing: An outreach program for at-risk young men., , , , , and . RESPECT, page 1-2. IEEE, (2020)The Virtual Pivot: Transitioning Computational Thinking PD for Middle and High School Content Area Teachers., , , , , , , , , and . SIGCSE, page 1198-1204. ACM, (2021)Defining Tinkering Behavior in Open-ended Block-based Programming Assignments., , , , and . SIGCSE, page 1204-1210. ACM, (2019)A Comparison of the Quality of Data-Driven Programming Hint Generation Algorithms, , , , , , and . International Journal of Artificial Intelligence in Education, (May 22, 2019)A Case Study on When and How Novices Use Code Examples in Open-Ended Programming., , , , , , , , , and 2 other author(s). ITiCSE (1), page 82-88. ACM, (2023)Use, Modify, Create: Comparing Computational Thinking Lesson Progressions for STEM Classes., , , , , , , , , and . ITiCSE, page 395-401. ACM, (2019)Code, Connect, Create: The 3C Professional Development Model to Support Computational Thinking Infusion., , , , , , , , and . SIGCSE, page 971-977. ACM, (2020)A Comparison of the Quality of Data-Driven Programming Hint Generation Algorithms., , , , , , and . Int. J. Artif. Intell. Educ., 29 (3): 368-395 (2019)Using Student Trace Logs To Determine Meaningful Progress and Struggle During Programming Problem Solving., , , , and . EDM, International Educational Data Mining Society, (2021)