Publikationer av Anne-Kathrin Peters
Refereegranskade
Artiklar
[1]
A.-K. Peters et al., "Sustainability in Computing Education : A Systematic Literature Review," ACM Transactions on Computing Education, vol. 24, no. 1, 2024.
[2]
H. Mendick och A.-K. Peters, "How post-Bologna policies construct the purposes of higher education and students' transitions into Masters programmes," European Educational Research Journal, vol. 22, no. 2, s. 236-253, 2023.
[3]
S. Barrineau, L. Mendy och A.-K. Peters, "Emergentist education and the opportunities of radical futurity," Futures, vol. 144, s. 103062, 2022.
[4]
A.-K. Peters, "Students' experience of participation in a discipline : A longitudinal study of computer science and IT engineering students," ACM Transactions on Computing Education, vol. 19, no. 1, 2018.
[5]
A.-K. Peters och J. Oden Choi, "The making of a computer scientist," XRDS, vol. 25, no. 1, s. 7-8, 2018.
[6]
P. Kinnunen et al., "Understanding initial undergraduate expectations and identity in computing studies," European Journal of Engineering Education, vol. 43, no. 2, s. 201-218, 2018.
Konferensbidrag
[7]
E. Eriksson et al., "Preface of the 5th International Workshop on ICT4S Education," i ICT4S-JP 2023 - Joint Proceedings of ICT4S 2023 Doctoral Symposium, Demonstrations and Posters Track and Workshops, co-located with 9th International Conference on Information and Communications Technology for Sustainability, ICT4S 2023, 2023, s. 103-104.
[8]
E. Eriksson et al., "Addressing Students’ Eco-anxiety when Teaching Sustainability in Higher Education," i Proceedings - 2022 International Conference on ICT for Sustainability, ICT4S 2022, 2022, s. 88-98.
[9]
B. Alshaigy et al., "Are We There Yet? : Incorporating Climate Change into CSEd," i Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE, 2022, s. 664-665.
[10]
V. Grande et al., "Making Visible and Modeling the Underrepresented : Teachers' Reflections on Their Role Modeling in Higher Education," i ITiCSE '22 : Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education, 2022, s. 566-567.
[11]
V. Grande et al., "Role Modeling as a Computing Educator in Higher Education : A Focus on Care, Emotions and Professional Competencies," i ITiCSE-WGR 2022 : Proceedings of the 2022 Working Group Reports on Innovation and Technology in Computer Science Education, 2022, s. 37-63.
[12]
A. Rosén et al., "Transformation-Driving Education : Perspectives Emerging in a Dialogue between Teachers with Experiences from Challenge-Driven Education," i Proceedings : Frontiers in Education Conference, FIE, 2022.
[13]
A. Rosén et al., "Transformation-Driving Education: Perspectives Emerging in a Dialogue between Teachers with Experiences from Challenge-Driven Education," i Frontiers in education (FIE 2022), 2022.
[14]
V. Grande et al., "Who is a Role Model? : An Open Discussion on the Role of Role Modeling in Engineering Education," i Proceedings : Frontiers in Education Conference, FIE, 2022.
[15]
V. Grande, M. Daniels och A.-K. Peters, "Reflecting on your Role Modeling with a Scientific Approach," i WEEF Engineering Education Conference, 2021.
[16]
V. Grande och A.-K. Peters, "Understanding how Role Models Make and Broaden Computer Science : in Symposium “What is the Science in Science identity?”," i Proceedings of the Proceedings of the European Science Education Research Association (ESERA), 2021.
[17]
A.-K. Peters, "Using Futures Studies in Computing and Engineering Education: ”Emergentist Education” in an Open-Ended Group Project," i 2021 IEEE Frontiers in Education Conference (FIE), 2021.
[18]
A.-K. Peters et al., "Care ethics to develop computing and engineering education for sustainability," i 2020 IEEE Frontiers in Education Conference (FIE), 2020.
[19]
V. Grande, M. Daniels och A.-K. Peters, "Types of Role Models for the Frontiers in Education (FIE) Community," i 2020 IEEE Frontiers in Education Conference (FIE), 2020.
[20]
I. Pollock et al., "1.5 Degrees of Separation : Computer Science Education in the Age of the Anthropocene," i ITiCSE-WGR '19 : Proceedings of the Working Group Reports on Innovation and Technology in Computer Science Education, 2019, s. 1-25.
[21]
K. Facer et al., "How should universities care for the future? : Universities encouraging and supporting students to care for the future – vision or reality," i Anticipation 2019, 2019.
[22]
A.-K. Peters, "Participation and learner trajectories in computing education," i Bridging Research and Practice in Science Education, 2019, s. 139-152.
[23]
A.-K. Peters, M. Daniels och Å. Cajander, "Utilising Diversity for Project Work and Learning : A Study of the Learning Agreement Intervention," i 2019 IEEE Frontiers in Education Conference (FIE 2019), 2019.
[24]
V. Grande et al., "“Participating Under the Influence'': How Role Models Affect the Computing Discipline, Profession, and Student Population," i 2018 IEEE frontiers in education conference (FIE), 2018, s. 1-9.
[25]
Å. Cajander et al., "Unexpected student behaviour and learning opportunities : Using the theory of planned behaviour to analyse a critical incident," i 2017 IEEE Frontiers in Education Conference (FIE), 2017.
[26]
A.-K. Peters et al., "Preparing the global software engineer," i Proc. 10th International Conference on Global Software Engineering, 2015, s. 61-70.
[27]
A.-K. Peters et al., "Second year Computer Science and IT students' experience of participation in the discipline," i Proc. 15th International Conference on Computing Education Research : Koli Calling, 2015, s. 68-76.
[28]
Å. Cajander et al., "Critical thinking, peer-writing, and the importance of feedback," i Proc. 44th ASEE/IEEE Frontiers in Education Conference, 2014, s. 1501-1507.
[29]
A.-K. Peters et al., "First year Computer Science and IT students' experience of participation in the discipline," i Proc. 2nd International Conference on Learning and Teaching in Computing and Engineering, 2014, s. 1-8.
[30]
A.-K. Peters och D. Rick, "Identity development in computing education : Theoretical perspectives and an implementation in the classroom," i Proc. 9th Workshop in Primary and Secondary Computing Education, 2014, s. 70-79.
[31]
A.-K. Peters och A. Pears, "Engagement in Computer Science and IT — What! : A matter of identity?," i Proc. 1st International Conference on Learning and Teaching in Computing and Engineering, 2013, s. 114-121.
[32]
A.-K. Peters, "Identity development of CS and IT students : What's the role of higher education?," i Proc. 9th International Computing Education Research Conference, 2013, s. 187-188.
[33]
C. Schulte et al., "Computer Science at School / CS Teacher Education : Koli working-group report on CS at school," i Proc. 12th International Conference on Computing Education Research : Koli Calling, 2012, s. 29-38.
[34]
A.-K. Peters och A. Pears, "Students' experiences and attitudes towards learning Computer Science," i Proc. 42nd ASEE/IEEE Frontiers in Education Conference, 2012, s. 88-93.
Icke refereegranskade
Konferensbidrag
[35]
V. Grande et al., "Role Modeling as a Computing Educator in Higher Education. A Focus on Care, Emotions and Professional Competencies," i ITiCSE-WGR '22 : Proceedings of the 2022 Working Group Reports on Innovation and Technology in Computer Science Education, 2022, s. 37-63.
Avhandlingar
[36]
A.-K. Peters, "Learning Computing at University: Participation and Identity : A Longitudinal Study," Doktorsavhandling Uppsala : Acta Universitatis Upsaliensis, 2017.
[37]
A.-K. Peters, "The role of students' identity development in higher education in computing," Licentiatavhandling : Uppsala University, 2014.
Senaste synkning med DiVA:
2024-07-14 02:13:01