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References

The annotated, citation-verified reference library for this module. · 3 min

Every (Author, Year) link in this module points here. Each entry has its APA-7 reference, a DOI or stable link, and a one-line note on when to cite it. Tools and frameworks referenced inline (the Heilmeier Catechism, OSF, the Scrum Guide, NSF proposal conventions) are linked directly from the lessons rather than listed here.

  1. Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. (2003). Help seeking and help design in interactive learning environments. Review of Educational Research, 73(3), 277–320.

    https://doi.org/10.3102/00346543073003277

    Foundational review of help-seeking in tutoring systems — help offered is not the same as help used. Cite as an adjacent-domain analogy for CS help-seeking.

  2. Chambers, C. D., & Tzavella, L. (2022). The past, present and future of Registered Reports. Nature Human Behaviour, 6(1), 29–42.

    https://doi.org/10.1038/s41562-021-01193-7

    The definitive overview of Registered Reports, where a study is peer-reviewed and accepted on its question and design before any data are collected. Cite for the principle that a study should be worth doing regardless of how the results turn out.

  3. Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed methods designs—Principles and practices. Health Services Research, 48(6pt2), 2134–2156.

    https://doi.org/10.1111/1475-6773.12117

    How to actually integrate qualitative and quantitative strands—connecting, building, merging, and joint displays—rather than reporting them side by side. Cite for why a joint display yields a takeaway (confirmation, expansion, or discordance) regardless of the statistical result.

  4. Fitzgerald, S., Lewandowski, G., McCauley, R., Murphy, L., Simon, B., Thomas, L., & Zander, C. (2008). Debugging: Finding, fixing and flailing, a multi-institutional study of novice debuggers. Computer Science Education, 18(2), 93–116.

    https://doi.org/10.1080/08993400802114508

    Multi-institution study of how novices actually debug (often 'flailing' without a plan). Cite for evidence on novice debugging behavior; a natural snowball from McCauley et al.

  5. Karabenick, S. A., & Newman, R. S. (Eds.). (2006). Help seeking in academic settings: Goals, groups, and contexts. Lawrence Erlbaum Associates.

    https://doi.org/10.4324/9780203726563 · book

    Anchor volume on academic help-seeking as a self-regulated learning strategy (help avoidance as a threat response). Cite for the motivation-psychology framing of help-seeking.

  6. Loksa, D., Ko, A. J., Jernigan, W., Oleson, A., Mendez, C. J., & Burnett, M. M. (2016). Programming, problem solving, and self-awareness: Effects of explicit guidance. In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems (pp. 1449–1461). Association for Computing Machinery.

    https://doi.org/10.1145/2858036.2858252

    Explicit metacognitive guidance improves novices' programming problem-solving. Cite as the basis for a metacognitive-prompt intervention.

  7. McCauley, R., Fitzgerald, S., Lewandowski, G., Murphy, L., Simon, B., Thomas, L., & Zander, C. (2008). Debugging: A review of the literature from an educational perspective. Computer Science Education, 18(2), 67–92.

    https://doi.org/10.1080/08993400802114581

    A review synthesizing decades of debugging-education research — a good 'anchor tome' to read deeply and snowball from. Cite as the map of the debugging-education area.

  8. Nosek, B. A., Ebersole, C. R., DeHaven, A. C., & Mellor, D. T. (2018). The preregistration revolution. Proceedings of the National Academy of Sciences, 115(11), 2600–2606.

    https://doi.org/10.1073/pnas.1708274114

    Argues for committing hypotheses and an analysis plan in advance to keep confirmatory and exploratory work distinct. Cite when teaching students to write the analysis plan before collecting data.