Structure and interpretation of computer programs
Structure and interpretation of computer programs
The “procedures early” approach in CS 1: a heresy
SIGCSE '93 Proceedings of the twenty-fourth SIGCSE technical symposium on Computer science education
Structured Programming with go to Statements
ACM Computing Surveys (CSUR)
Letters to the editor: go to statement considered harmful
Communications of the ACM
PASCAL user manual and report
Technology in computing education: yet another bandwagon?
The supplemental proceedings of the conference on Integrating technology into computer science education: working group reports and supplemental proceedings
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
A paradigm shift to OOP has occurred…implementation to follow
CCSC '00 Proceedings of the fourteenth annual consortium on Small Colleges Southeastern conference
Inspiring our undergraduate students' asperations
ACM SIGCSE Bulletin
Back to Pascal: retro but not backwards
Journal of Computing Sciences in Colleges
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The field of computer science changes rapidly, and this change occurs as well in the introductory curriculum. Formerly advanced topics filter down to the first year, and even to secondary school; some topics disappear completely. These changes are good---they indicate a dynamic discipline and a still-emerging picture of the field's fundamental principles. But we must not let our revolutionary zeal blind us to the pedagogical need and conceptual value of time-tested material. Many topics and approaches that are well understood and now unfashionable should retain their place in the introductory curriculum, where they serve as intellectual ballast, foundation, and motivation for the more current and trendier content. We argue here for balance: that radical change be tempered by an appreciation for the place of long-standing approaches and underlying fundamentals. Those advocating curricular change must articulate their educational goals fully and consider explicitly what effect on those goals they expect the change to have; they must not throw the baby out with the bathwater.