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Scott A. Turner
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- affiliation: University of Wisconsin-Stout, Menomonie, WI, USA
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2010 – 2019
- 2018
- [j3]Scott Alexander Turner, Manuel A. Pérez-Quiñones, Stephen H. Edwards:
Peer Review in CS2: Conceptual Learning and High-Level Thinking. ACM Trans. Comput. Educ. 18(3): 13:1-13:37 (2018) - 2015
- [c6]Scott Alexander Turner:
Looking Glass: A C++ Library for Testing Student Programs through Reflection. SIGCSE 2015: 528-533 - 2014
- [c5]Scott A. Turner:
Looking glass: a C++ library for testing student programs through reflection (abstract only). SIGCSE 2014: 721-722 - 2012
- [c4]Scott A. Turner:
Designing with projects in mind: an approach for creating authentic (and manageable) programming projects (abstract only). SIGCSE 2012: 670 - 2011
- [c3]Scott A. Turner, Manuel A. Pérez-Quiñones
, Stephen H. Edwards, Joseph Chase:
Student attitudes and motivation for peer review in CS2. SIGCSE 2011: 347-352 - 2010
- [c2]Scott A. Turner, Manuel A. Pérez-Quiñones
Peer review in CS2: conceptual learning. SIGCSE 2010: 331-335
2000 – 2009
- 2009
- [j2]Kibum Kim
Requirements for electronic note taking systems: A field study of note taking in university classrooms. Educ. Inf. Technol. 14(3): 255-283 (2009) - [i3]Scott A. Turner, Manuel A. Pérez-Quiñones:
Exploring Peer Review in the Computer Science Classroom. CoRR abs/0907.3456 (2009) - 2008
- [c1]Scott A. Turner, Ricardo Quintana-Castillo, Manuel A. Pérez-Quiñones
Misunderstandings about object-oriented design: experiences using code reviews. SIGCSE 2008: 97-101 - 2006
- [i2]Scott A. Turner, Manuel A. Pérez-Quiñones, Stephen H. Edwards:
minimUML: A Minimalist Approach to UML Diagraming for Early Computer Science Education. CoRR abs/cs/0603121 (2006) - [i1]Scott A. Turner, Manuel A. Pérez-Quiñones, Stephen H. Edwards:
Effect of Interface Style in Peer Review Comments for UML Designs. CoRR abs/cs/0607072 (2006) - 2005
- [j1]Scott A. Turner, Manuel A. Pérez-Quiñones, Stephen H. Edwards:
minimUML: A minimalist approach to UML diagramming for early computer science education. ACM J. Educ. Resour. Comput. 5(4): 1:1-1:28 (2005)
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