Copying Can Be Good: How Students View Imitation as a Tool in Learning to Program
C. Zander and L. Thomas and J. E. Moström and A. Eckerdal
1-9 (2020)
https://doi.org/10.1109/FIE44824.2020.9274064

Copying Can Be Good: How Instructors Use Imitation in Teaching Programming
C. Zander and A. Eckerdal and R. McCartney and J. E. Moström and K. Sanders and L. Thomas
450–456 (2019)
https://doi.org/10.1145/3304221.3319783

In the Liminal Space: software design as a threshold skill
L. Thomas and J. Boustedt and A. Eckerdal and R. McCartney and J. E. Moström and K. Sanders and C. Zander
Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education 
12 (2017)

Graduating Students’ Designs: through a phenomenographic lens
L. Thomas and A. Eckerdal and R. McCartney and J. E. Moström and K. Sanders and C. Zander
91–98 (2014)

Self-Directed Learning: stories from industry
J. Boustedt and A. Eckerdal and R. McCartney and K. Sanders and J. E. Moström and L. Thomas
111–117 (2012)

Self-directed learning: stories from industry
C. Zander and J. Boustedt and A. Eckerdal and R. McCartney and K. Sanders and J. E. Moström and L. Thomas
111–117 (2012)
http://doi.acm.org/10.1145/2401796.2401810
http://dx.doi.org/10.1145/2401796.2401810

Threshold concepts and threshold skills in computing
K. Sanders and J. Boustedt and A. Eckerdal and R. McCartney and J. E. Moström and L. Thomas and C. Zander
23–30 (2012)
http://doi.acm.org/10.1145/2361276.2361283
http://dx.doi.org/10.1145/2361276.2361283

A Study of Student Problem in Learning to Program
J. E. Moström
(2011)

Learning concurrency — what’s the problem?
J. E. Moström
(2011)

Student views on learning concurrency
J. E. Moström
141–142 (2011)
http://doi.acm.org/10.1145/2016911.2016941

Students experience of learning concurrency
J. E. Moström
(2011)

Computing students learning computing informally
R. McCartney and A. Eckerdal and J. E. Moström and K. Sanders and L. Thomas and C. Zander
43–48 (2010)
http://doi.acm.org/10.1145/1930464.1930470

Threshold Concepts in Computer Science: An Ongoing Empirical Investigation
L. Thomas and J. Boustedt and A. Eckerdal and R. McCartney and J. E. Moström and K. Sanders and C. Zander
241–258 (2010)

Computer science student transformations: changes and causes
J. E. Moström and J. Boustedt and A. Eckerdal and R. McCartney and K. Sanders and L. Thomas and C. Zander
181–185 (2009)
http://doi.acm.org/10.1145/1562877.1562935

Learning Computer Science: Perceptions, Actions and Roles
A. Berglund and A. Eckerdal and A. Pears and P. East and P. Kinnunen and L. Malmi and R. McCartney and J. E. Moström and L. Murphy and M. Ratcliffe and C. Schulte and B. Simon and I. Stamouli and L. Thomas
European Journal of Engineering Education 
34 
327–338 (2009)

Liminal Spaces and Learning Computing
R. McCartney and J. Boustedt and A. Eckerdal and J. E. Moström and K. Sanders and L. Thomas and C. Zander
European Journal of Engineering Education 
34 
383-391 (2009)
http://www.informaworld.com/10.1080/03043790902989580

Student transformations: are they computer scientists yet?
C. Zander and J. Boustedt and R. McCartney and J. E. Moström and K. Sanders and L. Thomas
129–140 (2009)
http://portal.acm.org/citation.cfm?id=1584322.1584337
http://dx.doi.org/10.1145/1584322.1584337

An Evaluation Instrument for Object-Oriented Example Programs for Novices
J. Börstler and M. Nordström and L. Kallin Westin and J. E. Moström and H. B. Christensen and J. Bennedsen
(2008)

Concrete examples of abstraction as manifested in students’ transformative experiences
J. E. Moström and J. Boustedt and A. Eckerdal and R. McCartney and K. Sanders and L. Thomas and C. Zander
125–136 (2008)
http://doi.acm.org/10.1145/1404520.1404533

DCER: sharing empirical computer science education data
K. Sanders and B. Richards and J. E. Moström and V. Almstrum and S. Edwards and S. Fincher and K. Gunion and M. Hall and B. Hanks and S. Lonergan and R. McCartney and B. Morrison and J. Spacco and L. Thomas
137–148 (2008)
http://doi.acm.org/10.1145/1404520.1404534

Evaluating OO example programs for CS1
J. Börstler and H. B. Christensen and J. Bennedsen and M. Nordström and L. Kallin Westin and J. E. Moström and M. E. Caspersen
47–52 (2008)
http://doi.acm.org/10.1145/1384271.1384286

Student understanding of object-oriented programming as expressed in concept maps
K. Sanders and J. Boustedt and A. Eckerdal and R. McCartney and J. E. Moström and L. Thomas and C. Zander
332–336 (2008)
http://doi.acm.org/10.1145/1352135.1352251

Threshold Concepts in Computer Science: A Multi-National Empirical Investigation
C. Zander and J. Boustedt and A. Eckerdal and R. McCartney and J. E. Moström and M. Ratcliffe and K. Sanders
(2008)

Transitioning to OOP – A Never Ending Story
J. Börstler and M. Nordström and L. Kallin Westin and J. E. Moström and J. Eliasson
80–97 (2008)

Debugging assistance for novices: a video repository
B. Simon and S. Fitzgerald and R. McCauley and S. Haller and J. Hamer and B. Hanks and M. T. Helmick and J. E. Moström and J. Sheard and L. Thomas
SIGCSE Bulletin 
39 
137–151 (2007)
http://doi.acm.org/10.1145/1345375.1345437

From Limen to Lumen: computing students in liminal spaces
A. Eckerdal and R. McCartney and J. E. Moström and K. Sanders and L. Thomas and C. Zander
123–132 (2007)
http://doi.acm.org/10.1145/1288580.1288597

Successful students’ strategies for getting unstuck
R. McCartney and A. Eckerdal and J. E. Moström and K. Sanders and C. Zander
156–160 (2007)
http://doi.acm.org/10.1145/1268784.1268831

Threshold concepts in computer science: do they exist and are they useful?
J. Boustedt and A. Eckerdal and R. McCartney and J. E. Moström and M. Ratcliffe and K. Sanders and C. Zander
504–508 (2007)
http://doi.acm.org/10.1145/1227310.1227482

What is the Word for ”Engineering” in Swedish: Swedish Students Conceptions of their Discipline
R. Adams and S. Fincher and A. Pears and J. Börstler and J. Boustedt and P. Dalenius and G. Eken and T. Heyer and A. Jacobsson and V. Lindberg and B. Molin and J. E. Moström and M. Wiggberg
(2007)

What’s the problem? Teachers’ experience of student learning successes and failures
A. Pears and A. Berglund and A. Eckerdal and P. East and P. Kinnunen and L. Malmi and R. McCartney and J. E. Moström and L. Murphy and M. B. Ratcliffe and C. Schulte and B. Simon and I. Stamouli and L. Thomas
88 207–211 (2007)

Can graduating students design software systems?
A. Eckerdal and R. McCartney and J. E. Moström and M. Ratcliffe and C. Zander
403–407 (2006)
http://doi.acm.org/10.1145/1121341.1121468

Categorizing student software designs, methods, results, and implications
A. Eckerdal and R. McCartney and J. E. Moström and M. Ratcliffe and C. Zander
Computer Science Education 
16 197–209 (2006)

Putting threshold concepts into context in computer science education
A. Eckerdal and R. McCartney and J. E. Moström and M. Ratcliffe and K. Sanders and C. Zander
103–107 (2006)
http://doi.acm.org/10.1145/1140124.1140154

Comparing Student Software Designs Using Semantic Categorization
A. Eckerdal and R. McCartney and J. E. Moström and M. Ratcliffe and C. Zander
57–64 (2005)

Students designing software: a multi-national, multi-institutional study
J. Tenenberg and S. Fincher and K. Blaha and D. Bouvier and T.-Y. Chen and D. Chinn and S. Cooper and A. Eckerdal and H. Johnson and R. McCartney and A. Monge and J. E. Moström and M. Petre and K. Powers and M. Ratcliffe and A. Robins and D. Sanders and L. Shwartzman and B. Simon and C. Stoker and A. Elliot Tew and T. VanDeGrift
Informatics in Education 
4 143–162 (2005)

Take Note: the Effectiveness of Novice Programmers’ Annotations on Examinations
R. McCartney and J. E. Moström and K. Sanders and O. Seppälä
Informatics in Education 
4 69–86 (2005)

A multi-national study of reading and tracing skills in novice programmers
R. Lister and E. S. Adams and S. Fitzgerald and W. Fone and J. Hamer and M. Lindholm and R. McCartney and J. E. Moström and K. Sanders and O. Seppälä and B. Simon and L. Thomas
SIGCSE Bulletin 
36 119–150 (2004)
http://portal.acm.org/citation.cfm?id=1041624.1041673
http://dx.doi.org/10.1145/1041624.1041673

A multi-national, multi-institutional study of student-generated software designs
S. Fincher and M. Petre and J. Tenenberg and K. Blaha and D. Bouvier and T.-Y. Chen and D. Chinn and S. Cooper and A. Eckerdal and H. Johnson and R. McCartney and A. Monge and J. E. Moström and K. Power and M. Ratcliffe and A. Robins and D. Sanders and L. Schwartzman and B. Simon and C. Stoker and A. Elliot Tew and T. VanDeGrift
TKO-A42/04 20–27 (2004)

Cause for alarm?: A multi-national, multi-institutional study of student-generated software designs
S. Fincher and M. Petre and J. Tenenberg and K. Blaha and D. Bouvier and T.-Y. Chen and D. Chinn and S. Cooper and A. Eckerdal and H. Johnson and R. McCartney and A. Monge and J. E. Moström and K. Power and M. Ratcliffe and A. Robins and D. Sanders and L. Schwartzman and B. Simon and C. Stoker and A. Elliot Tew and T. VanDeGrift
(2004)

Questions, Annotations, and Institutions: observations from a study of novice programmers
R. McCartney and J. E. Moström and K. Sanders and O. Seppälä
TKO-A42/04 11–19 (2004)

Using Concurrent Constructs in an Authoring Environment for Teaching
J. E. Moström
(2002)

Educator’s Use of Concurrency When Describing Educational Simulations
J. E. Moström and D. A. Carr
128–140 (2002)

Programming Paradigms and Program Comprehension by Novices
J. E. Moström and D. Carr
117-127 (1998)

Teachers, teaching and computers
J. E. Moström and D. Carr
(1998)
http://www.stimdi.se/