The top 10 reasons why object-oriented programming can't be taught in CS 1
SIGCSE '94 Proceedings of the twenty-fifth SIGCSE symposium on Computer science education
Proceedings of the IFIP TC3 WG3.1/3.5 joint working conference on Information technology : supporting change through teacher education: supporting change through teacher education
Teaching objects-first in introductory computer science
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Object Models of IT-Systems Supporting Cognitive Structures in Novice Courses of Informatics
Proceedings of the IFIP TC3/WG3.1&3.2 Open Conference on Informatics and The Digital Society: Social, Ethical and Cognitive Issues on Informatics and ICT
An information-oriented approach to informatical education
Informatics in education
Proceedings of the third international workshop on Computing education research
Through the eyes of instructors: a phenomenographic investigation of student success
Proceedings of the third international workshop on Computing education research
Dropping CS enrollments: or the emperor's new clothes?
ACM SIGCSE Bulletin
A principled approach to teaching OO first
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Analysis of Learning Objectives in Object Oriented Programming
ISSEP '08 Proceedings of the 3rd international conference on Informatics in Secondary Schools - Evolution and Perspectives: Informatics Education - Supporting Computational Thinking
Harmonization of Informatics Education --- Science Fiction or Prospective Reality?
ISSEP '08 Proceedings of the 3rd international conference on Informatics in Secondary Schools - Evolution and Perspectives: Informatics Education - Supporting Computational Thinking
ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education
Bridging ICT and CS: educational standards for computer science in lower secondary education
ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education
Empirical comparison of objects-first and objects-later
ICER '09 Proceedings of the fifth international workshop on Computing education research workshop
Proceedings of the 41st ACM technical symposium on Computer science education
Functions, objects and states: teaching informatics in secondary schools
ISSEP'06 Proceedings of the 2006 international conference on Informatics in Secondary Schools - Evolution and Perspectives: the Bridge between Using and Understanding Computers
Computer science/informatics in secondary education
Proceedings of the 16th annual conference reports on Innovation and technology in computer science education - working group reports
Computer Science Education in Secondary Schools -- The Introduction of a New Compulsory Subject
ACM Transactions on Computing Education (TOCE)
Students, teachers and phenomena: educational reconstruction for computer science education
Proceedings of the 12th Koli Calling International Conference on Computing Education Research
The context-based approach inik in light of situated and constructive learning theories
ISSEP'13 Proceedings of the 6th international conference on Informatics in Schools: Situation, Evolution, and Perspectives
How teachers in different educational systems value central concepts of computer science
Proceedings of the 7th Workshop in Primary and Secondary Computing Education
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In the year 2004, Bavaria (one of the 16 federal states of Germany) started an innovative subject "Informatics" in its highest type of secondary schools (Gymnasiums). It is comprised of a compulsory stage (grades 6--10), which is followed by an eligible course in grades 11 and 12. The curriculum of the course is based on the "objects first" (or better "modelling first") approach. All relevant object-oriented concepts are introduced and used in the context of standard software, before the students write their first object--oriented program. In July 2009 the first class completed the compulsory stage. We evaluated the experiences of this first run in December 2009 by a large scale study about the teachers' opinions about and attitude towards this new subject. In this paper we present some of the first results that partly were obtained using cluster analysis. The results show, that our approach to the curriculum is accepted by the teachers. Additionally, we used the results of clustering to identify typical response patterns, leading to a characterization of the teachers.