Contesting sociocomputational norms: Computer programming instructors and students’ stancetaking around refactoring
Author:
Funder
National Science Foundation
Publisher
Springer Science and Business Media LLC
Subject
Human-Computer Interaction,Education
Link
https://link.springer.com/content/pdf/10.1007/s11412-023-09392-2.pdf
Reference98 articles.
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2. Alves, N. S. R., Mendes, T. S., de Mendonça, M. G., Spínola, R. O., Shull, F., & Seaman, C. (2016). Identification and management of technical debt: A systematic mapping study. Information and Software Technology, 70, 100–121. https://doi.org/10.1016/j.infsof.2015.10.008
3. Ames, M. G. (2018). Hackers, Computers, and Cooperation: A Critical History of Logo and Constructionist Learning. Proceedings of the ACM on Human-Computer Interaction, 2(CSCW), 1–19. https://doi.org/10.1145/3274287
4. Bang, M., & Vossoughi, S. (2016). Participatory design research and educational justice: Studying learning and relations within social change making. Cognition and Instruction, 34(3), 173–193. https://doi.org/10.1080/07370008.2016.1181879
5. Boaler, J. (2008). Promoting ‘relational equity’ and high mathematics achievement through an innovative mixed-ability approach. British Educational Research Journal, 34(2), 167–194. https://doi.org/10.1080/01411920701532145
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3. Correction: Contesting sociocomputational norms: computer programming instructors and students’ stancetaking around refactoring;International Journal of Computer-Supported Collaborative Learning;2023-10-02
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