![]() ![]() If the accept-in-principle decision is given, the study is conducted, written up and resubmitted as a stage 2 submission. An accept-in-principle/reject decision is made at this stage (possibly after revisions). Stage 1 involves peer reviewing the study plan, before data collection has occurred. Registered Reports: Theoretically grounded and rigorously described work applying appropriate research methods where the submission is split into two stages.Empirical Studies: Theoretically grounded and rigorously described empirical work applying appropriate research methods to explore specific research questions in a clearly articulated context.Original manuscripts submitted to the journal are typically no more than 12,000 words excluding references, and can be made in one of three categories: The editors-in-chief also reserve the right to desk-reject submissions describing pilot studies or work that is otherwise too formative. Submissions describing research that is not specific to the teaching and learning of Computer Science content and, e.g., instead focus on the general use of technology for teaching or in which the consideration of Computer Science content is only incidental, are usually considered to be out-of-scope and likely to be desk-rejected by the editors-in-chief. Coding schools, bootcamps, and other non-traditional learning environments.Workplace studies of continuing education for adult computing professionals.CS pedagogical content knowledge and the training of both pre-service and in-service computing educators for learners of all ages.Design-Based Implementation Research on scaling up state or national computing curricula.Robotics, computing-enabled engineering, and other forms of physical computing.The role of computation in the broader Maker movement (i.e., computational making).Research on computational thinking, including studies of "unplugged" and everyday forms of computational reasoning.Early childhood considerations around computing education content.Research on the social, cultural, and ethical dimensions of computing education.Efforts to broaden participation in computing at all levels.Evidence-based pedagogical approaches for computer science in primary, secondary, and higher education contexts.Design-Based Research on the development and evaluation of computer-supported tools or educational technology for the teaching and learning of computing concepts.Research on learning computer programming notations and tools, including visual, block-based, and other text-based coding environments used by novices.Topics of General Interest to our Readers: ![]() It welcomes a variety of methods, e.g., quantitative, qualitative, experimental, case-study, computational, or mixed-methods work, as long as these methods rigorously address the questions posed by authors. The journal is not dedicated to any single research orientation. Papers may present work at various scales, from lab-based small-scale investigations to classroom interventions to national/international policy or implementation analyses but must clearly go beyond experience reports or descriptions of curricular initiatives. We welcome submissions that are situated in the computing education research literature and draw on diverse theories and research methods, including those that borrow from allied fields such as educational psychology, cognitive science, and the learning sciences. ![]() We invite work with learners of all ages and across both classroom and out-of-classroom learning contexts. The journal seeks novel contributions that are accessible and of interest to researchers and practitioners alike. Computer Science Education publishes high-quality papers with a specific focus on teaching and learning within the computing discipline. ![]()
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