The art of computer programming, volume 3: (2nd ed.) sorting and searching
The art of computer programming, volume 3: (2nd ed.) sorting and searching
A suggested course in introductory computer programming
SIGCSE '81 Proceedings of the twelfth SIGCSE technical symposium on Computer science education
Alternatives to the traditional first course in computing
SIGCSE '81 Proceedings of the twelfth SIGCSE technical symposium on Computer science education
SIGCSE '81 Proceedings of the twelfth SIGCSE technical symposium on Computer science education
SIGCSE '89 Proceedings of the twentieth SIGCSE technical symposium on Computer science education
An objective comparison of languages for teaching introductory programming
Proceedings of the 6th Baltic Sea conference on Computing education research: Koli Calling 2006
Processing language in introduction to computer science honors (CS110h)
Journal of Computing Sciences in Colleges
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With the diversity of high-level programming languages available, selecting the “right” one for a computer science curriculum or course can be a befuddling process. For a multitude of reasons, such as the manner in which students approach problems to the utilization of scarce computing resources, the ramifications of a decision on the choice of a programming language are significant throughout a computer science curriculum. The purpose of this paper is to provide information relevant to the selection process. Particular attention is given to COBOL, FORTRAN, Pascal, PL-1, and Snobol; both qualitative and quantitative factors are considered. The quantitative results were obtained from processing a binary tree insertion and retrieval algorithm in each language. The machine resources used for this algorithm are given for both interpreter and compiler versions of translators for each language.