publications

You can also find a full list of articles on my Google Scholar profile.

“I like computers. I hate coding”: a portrait of two teens’ experiences

Published in Information and Learning Sciences, 2019

Some empirical evidence suggests that historically marginalized young people may enter introductory programming experiences with skepticism or reluctance, because of negative perceptions of the computing field. This paper aims to explore how learner identity and motivation can affect their experiences in an introductory computer science (CS) experience, particularly for young people who have some prior experience with computing…

Recommended citation: Haduong, P. (2019), "“I like computers. I hate coding”: a portrait of two teens’ experiences", Information and Learning Sciences, Vol. 120 No. 5/6, pp. 349-365. https://doi.org/10.1108/ILS-05-2018-0037

The effects of first programming language on college students’ computing attitude and achievement: a comparison of graphical and textual languages

Published in Computer Science Education, 2018

Abstract: The relationship between novices’ first programming language and their future achievement has drawn increasing interest owing to recent efforts to expand K–12 computing education…

Recommended citation: Chen, C., Haduong, P., Brennan, K., Sonnert, G., & Sadler, P. (2019). The effects of first programming language on college students’ computing attitude and achievement: a comparison of graphical and textual languages. Computer Science Education, 29(1), 23-48. https://www.tandfonline.com/doi/full/10.1080/08993408.2018.1547564

Helping K–12 Teachers Get Unstuck with Scratch: The Design of an Online Professional Learning Experience

Published in Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE '19), 2018

Abstract: K–12 introductory programming experiences are often highly scaffolded, and it can be challenging for teachers and learners to transition from these scaffolded experiences to experiences of learner-directed creative work, where learners are solving problems and fluently expressing ideas through code…

Recommended citation: Haduong, P. and Brennan, K. 2019. Helping K--12 Teachers Get Unstuck with Scratch: The Design of an Online Professional Learning Experience. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE '19). ACM, New York, NY, USA, 1095-1101. https://dl.acm.org/citation.cfm?id=3287479