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The Cambridge Handbook of Computing Education Research
Fincher, Sally A. and Anthony V. Robins (Eds)
Cambridge University Press / Softcover / 2019-04-01 / 1108721893
price: $65.95 (may be subject to change)
950 pages
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This Handbook describes the extent and shape of computing education research today. Over fifty leading researchers from academia and industry (including Google and Microsoft) have contributed chapters that together define and expand the evidence base. The foundational chapters set the field in context, articulate expertise from key disciplines, and form a practical guide for new researchers. They address what can be learned empirically, methodologically and theoretically from each area. The topic chapters explore issues that are of current interest, why they matter, and what is already known. They include discussion of motivational context, implications for practice, and open questions which might suggest future research. The authors provide an authoritative introduction to the field and is essential reading for policy makers, as well as both new and established researchers.

Table of Contents

An important and timely field Sally A. Fincher and Anthony V. Robins

Part I. Background:
1. The history of computing education research Mark Guzdial and Benedict du Boulay
2. Computing education research today Sally A. Fincher, Josh Tenenberg, Brian Dorn, Christopher Hundhausen, Robert McCartney and Laurie Murphy
3. Computing education: literature review and voices from the field Paulo Blikstein and Sepi Hejazi Moghadam

Part II. Foundations:
4. A study design process Andrew J. Ko and Sally A. Fincher
5. Descriptive statistics Patricia Haden
6. Inferential statistics Patricia Haden
7. Qualitative methods for computing education Josh Tenenberg
8. Learning sciences for computing education Lauren E. Margulieux, Brian Dorn and Kristin A. Searle
9. Cognitive sciences for computing education Anthony V. Robins, Lauren E. Margulieux and Briana B. Morrison
10. Higher education pedagogy Kerry Shephard
11. Engineering education Michael C. Loui and Maura Borrego

Part III. Topics: Section 1. Systemic Issues:
12. Novice programmers and introductory programming Anthony V. Robins
13. Programming paradigms and beyond Shriram Krishnamurthi and Kathi Fisler
14. Assessment and plagiarism Thomas Lancaster, Anthony V. Robins and Sally A. Fincher
15. Pedagogic approaches Katrina Falkner and Judy Sheard
16. Equity and diversity Colleen M. Lewis, Niral Shah and Katrina Falkner
Section 2. New Milieux:
17. Computational thinking Paul Curzon, Tim Bell, Jane Waite and Mark Dorling
18. Schools (K-12) Jan Vahrenhold, Quintin Cutts and Katrina Falkner
19. Computing for other disciplines Mark Guzdial
20. New programming paradigms R. Benjamin Shapiro and Mike Tissenbaum
Section 3. Systems Software and Technology:
21. Tools and environments Lauri Malmi, Ian Utting and Andrew J. Ko
22. Tangible computing Michael Horn and Marina Bers
23. Leveraging the IDE for learning analytics Adam Carter, Christopher Hundhausen and Daniel Olivares
Section 4. Teacher and Student Knowledge:
24. Teacher knowledge for inclusive computing learning Joanna Goode and Jean J. Ryoo
25. Teacher learning and development Sally A. Fincher, Yifat Ben-David Kolikant and Katrina Falkner
26. Learning outside the classroom Andrew Begel and Andrew J. Ko
27. Student knowledge and misconceptions Colleen M. Lewis, Michael J. Clancy and Jan Vahrenhold
28. Motivation, attitudes and dispositions Alex Lishinski and Aman Yadav
29. Students as teachers and communicators Beth Simon, Christopher Hundhausen, Charlie McDowell, Linda Werner, Helen Hu and Clif Kussmaul
Section 5. Case Studies:
30. A case study of peer instruction Leo Porter and Beth Simon
31. A case study of qualitative methods Colleen M. Lewis.

About the Editors:

Sally A. Fincher is Professor of Computing Education in the School of Computing at the University of Kent, Canterbury, where she leads the Computing Education Research Group. She is also an ACM Distinguished Scientist, a UK National Teaching Fellow, a Senior Fellow of the UK Higher Education Academy, and a Fellow of the Royal Society of Arts.

Anthony V. Robins is Professor of Computer Science at the University of Otago, New Zealand. He is also Associate Journal Editor of Computer Science Education, and has co-organised multi-national research studies. He has worked for the Ministry of Education, New Zealand, on new programming assessment standards and related instructional materials for secondary schools.


Sally A. Fincher, Anthony V. Robins, Mark Guzdial, Benedict du Boulay, Josh Tenenberg, Brian Dorn, Christopher Hundhausen, Robert McCartney, Laurie Murphy, Paulo Blikstein, Sepi Hejazi Moghadam, Andrew J. Ko, Patricia Haden, Lauren E. Margulieux, Kristin A. Searle, Briana B. Morrison, Kerry Shephard, Michael C. Loui, Maura Borrego, Shriram Krishnamurthi, Kathi Fisler, Thomas Lancaster, Katrina Falkner, Judy Sheard, Colleen M. Lewis, Niral Shah, Paul Curzon, Tim Bell, Jane Waite, Mark Dorling, Jan Vahrenhold, Quintin Cutts, R. Benjamin Shapiro, Mike Tissenbaum, Lauri Malmi, Ian Utting, Michael Horn, Marina Bers, Adam Carter, Daniel Olivares, Joanna Goode, Jean J. Ryoo, Yifat Ben-David Kolikant, Andrew Begel, Michael J. Clancy, Alex Lishinski, Aman Yadav, Beth Simon, Charlie McDowell, Linda Werner, Helen Hu, Clif Kussmaul, Leo Porter

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