ISSN: 0899-3408

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Computer Science Education Q1 Unclaimed

Taylor and Francis Ltd. United Kingdom

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Computer Science Education is a journal indexed in SJR in Education and Computer Science (miscellaneous) with an H index of 43. It has a price of 2395 €. It has an SJR impact factor of 0,966 and it has a best quartile of Q1. It has an SJR impact factor of 0,966.

Type: Journal

Type of Copyright:

Languages:

Open Access Policy:

Type of publications:

Publication frecuency: -

Categories: Computer Science (miscellaneous) (Q1) Education (Q1)

Price

2395 €

Inmediate OA

NPD

Embargoed OA

0 €

Non OA

Metrics

0,966

SJR Impact factor

43

H Index

53

Total Docs (Last Year)

65

Total Docs (3 years)

3222

Total Refs

273

Total Cites (3 years)

55

Citable Docs (3 years)

3.98

Cites/Doc (2 years)

60.79

Ref/Doc

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Aims and Scope

Best articles by citations

The Impact of Pre-College Computer Exposure on Student Achievement in Introductory Computer Programming Courses

Planning readings: a comparative exploration of basic algorithms

Motivation and Academic Help-Seeking in High School Computer Science

Building project management communities: exploring the contribution of patterns supported by web 2.0 technologies

Three traditions of computing: what educators should know

Editorial: Learning and Teaching Object Technology

The nature of an object-oriented program: How do practitioners understand the nature of what they are creating?

Computer Science in Liberal Arts Colleges

UsingFacebookto improve communication in undergraduate software development teams

Computer science students' use of the internet for academic purposes: difficulties and learning processes

A Normative Approach to Computer Education: University and Government Cooperate in an Effort to Develop Curriculum

The ongoing challenges of computer science education research

SHOW MORE ARTICLES

Changes in Attitude/Anxiety of Educators Towards Computers

Online Computer Science Education in Australasia

Laboratory Experiences in Computer Science and Engineering

Gender differences in the use of computers, programming, and peer interactions in computer science classrooms

Academic Integrity and Plagiarism: Australasian perspectives

Block-based versus text-based programming environments on novice student learning outcomes: a meta-analysis study

Computational communities: African-American cultural capital in computer science education

Positive youth development from a "3Cs" programming perspective: a multi-study investigation in the university

Student engagement in first year of an ICT degree: staff and student perceptions

Using Animated 3D Graphics to Prepare Novices for CS1

Teaching the tacit knowledge of programming to noviceswith natural language tutoring

Self-perceived and observable self-direction in an online asynchronous programming course using peer learning forums