Update bibliography

bibliography.bib

@@ -235,6 +235,24 @@
   file = {/home/charlotte/sync/Zotero/storage/RHAWWHCQ/Bareiss and Radley - 2010 - Coaching via cognitive apprenticeship.pdf}
 }
 
+@inproceedings{barendsenNewInformaticsCurriculum2016,
+  title = {A {{New Informatics Curriculum}} for {{Secondary Education}} in {{The Netherlands}}},
+  booktitle = {Informatics in {{Schools}}: {{Improvement}} of {{Informatics Knowledge}} and {{Perception}}},
+  author = {Barendsen, Erik and Grgurina, Nata{\v s}a and Tolboom, Jos},
+  editor = {Brodnik, Andrej and Tort, Fran{\c c}oise},
+  year = {2016},
+  series = {Lecture {{Notes}} in {{Computer Science}}},
+  pages = {105--117},
+  publisher = {{Springer International Publishing}},
+  address = {{Cham}},
+  doi = {10.1007/978-3-319-46747-4_9},
+  abstract = {In The Netherlands, the current informatics curriculum for upper secondary education was introduced in 1998 and only slightly modified in 2007. Meanwhile, both the scientific discipline and its impact on society have developed substantially. For this main reason, a curriculum reform has been carried out which has led to a new curriculum specifying the intended learning outcomes. This country report specifies the educational context in which the reform takes place. Moreover, it decribes the reform process from various perspectives, highlights and explains the underlying design principles that guided the development of the new curriculum, and presents its main results.},
+  isbn = {978-3-319-46747-4},
+  langid = {english},
+  keywords = {Curriculum,Informatics,Reform,Secondary education},
+  file = {/home/charlotte/sync/Zotero/storage/ENYGLNEI/barendsen2016.pdf.pdf;/home/charlotte/sync/Zotero/storage/UTTBGSTP/Barendsen et al. - 2016 - A New Informatics Curriculum for Secondary Educati.pdf}
+}
+
 @article{baresiIntroductionSoftwareTesting2006,
   title = {An {{Introduction}} to {{Software Testing}}},
   author = {Baresi, Luciano and Pezz{\`e}, Mauro},
@@ -383,6 +401,25 @@
   file = {/home/charlotte/sync/Zotero/storage/PPD78QCN/Beth Kery and Myers - 2017 - Exploring exploratory programming.pdf;/home/charlotte/sync/Zotero/storage/8TD2CSXN/8103446.html}
 }
 
+@inproceedings{billsSharingIntroductoryProgramming2007,
+  title = {Sharing Introductory Programming Curriculum across Disciplines},
+  booktitle = {Proceedings of the 8th {{ACM SIGITE}} Conference on {{Information}} Technology Education},
+  author = {Bills, Dianne P. and Canosa, Roxanne L.},
+  year = {2007},
+  month = oct,
+  series = {{{SIGITE}} '07},
+  pages = {99--106},
+  publisher = {{Association for Computing Machinery}},
+  address = {{New York, NY, USA}},
+  doi = {10.1145/1324302.1324324},
+  url = {https://dl.acm.org/doi/10.1145/1324302.1324324},
+  urldate = {2024-01-10},
+  abstract = {Originally there was one computing curriculum, computer science, which provided a "one-size-fits-all" education in programming and computing in general. Today, computing education has diverged into an array of sub-discipline areas as educators try to meet the changing computing needs of business and industry. Information technology, software engineering, computer engineering, and information systems have emerged from computer science as distinct computing disciplines. Plus, additional "micro-disciplines" are quickly emerging: games and networking from information technology, for example. The foundation skill for all computing disciplines is programming. However as computing technologies advance, discipline-specific differences increase. Each computing sub-discipline needs to approach programming from a slightly different viewpoint to meet student expectations of being highly marketable and employer expectations of quick productivity. How can colleges and universities economically meet the competing demands for a focused computing education while maintaining a strong foundation in programming fundamentals. This paper discusses how an introductory programming sequence can be designed with a common base to support multiple computing sub-disciplines as well as differentiated to address the specific, focused needs of a given sub-discipline. We identify both commonalities that support economy of scale and important differences that distinguish sub-discipline curricula.},
+  isbn = {978-1-59593-920-3},
+  keywords = {computer programming,curriculum,curriculum comparison,information technology education,sharing curriculum},
+  file = {/home/charlotte/sync/Zotero/storage/99SBRYF9/Bills and Canosa - 2007 - Sharing introductory programming curriculum across.pdf;/home/charlotte/sync/Zotero/storage/ECNMV5H7/bills2007.pdf.pdf}
+}
+
 @inproceedings{binnsItReducingHuman2018,
   title = {'{{It}}'s {{Reducing}} a {{Human Being}} to a {{Percentage}}': {{Perceptions}} of {{Justice}} in {{Algorithmic Decisions}}},
   shorttitle = {'{{It}}'s {{Reducing}} a {{Human Being}} to a {{Percentage}}'},
@@ -2852,6 +2889,25 @@
   abstract = {Predicting the performance of a student is a great concern to the higher education managements. The scope of this paper is to identify the factors influencing the performance of students in final examinations and find out a suitable data mining algorithm to predict the grade of students so as to a give timely and an appropriate warning to students those who are at risk. In the present investigation, a survey cum experimental methodology was adopted to generate a database and it was constructed from a primary and a secondary source. The obtained results from hypothesis testing reveals that type of school is not influence student performance and parents' occupation plays a major role in predicting grades. This work will help the educational institutions to identify the students who are at risk and to and provide better additional training for the weak students.}
 }
 
+@inproceedings{renzellaEnrichingProgrammingStudent2020,
+  title = {Enriching Programming Student Feedback with Audio Comments},
+  booktitle = {Proceedings of the {{ACM}}/{{IEEE}} 42nd {{International Conference}} on {{Software Engineering}}: {{Software Engineering Education}} and {{Training}}},
+  author = {Renzella, Jake and Cain, Andrew},
+  year = {2020},
+  month = sep,
+  series = {{{ICSE-SEET}} '20},
+  pages = {173--183},
+  publisher = {{Association for Computing Machinery}},
+  address = {{New York, NY, USA}},
+  doi = {10.1145/3377814.3381712},
+  url = {https://dl.acm.org/doi/10.1145/3377814.3381712},
+  urldate = {2024-01-10},
+  abstract = {Introductory programming is challenging for many students, requiring them to engage with a deep approach to learning concepts in order to succeed. These challenges compound for online students who do not have direct face-to-face interactions with teaching staff. With the growing demand for online education, we need to examine approaches that assist in building supportive learning environments for these students. A growing body of work from other education disciplines indicates that audio feedback provides an opportunity for developing stronger relationships with students. Further studies recommend an integrated implementation of audio recording into the virtual learning environment. To evaluate audio feedback for use in programming education, we developed an integrated, cross-browser audio feedback feature into the open-source Doubtfire learning management system. Doubtfire is used to support and scale a task-oriented teaching and learning system built upon the principles of constructive alignment and has been shown to help students engage with programming concepts in campus-only units. Our findings from experimental and observational activities indicate that programming tutors can use a blended approach of audio and text feedback via the learning management system to better support student learning. The blended approach provides more nuanced feedback, conveying personality and feelings of connectedness to students, while retaining the benefits of specificity for code-specific issues.},
+  isbn = {978-1-4503-7124-7},
+  keywords = {audio feedback,formative feedback,introductory programming,learning management system,online students},
+  file = {/home/charlotte/sync/Zotero/storage/DLNJ94WY/Renzella and Cain - 2020 - Enriching programming student feedback with audio .pdf;/home/charlotte/sync/Zotero/storage/VAEJXWPZ/renzella2020.pdf.pdf}
+}
+
 @article{riversDataDrivenHintGeneration2017,
   title = {Data-{{Driven Hint Generation}} in {{Vast Solution Spaces}}: A {{Self-Improving Python Programming Tutor}}},
   shorttitle = {Data-{{Driven Hint Generation}} in {{Vast Solution Spaces}}},