BibSLEIGH — Bruria

Travelled to:

1 × Canada
1 × Denmark
1 × France
1 × Germany
1 × Greece
1 × Ireland
1 × Israel
1 × Italy
1 × Lithuania
1 × Poland
1 × Portugal
1 × Turkey
3 × United Kingdom

Collaborated with:

C.Yehezkel O.Muller D.Ginat H.Averbuch N.Ragonis V.Dagiene E.Hershkovich M.Trakhtenbrot V.Nodelman Y.B.Kolikant O.Meerbaum-Salant S.Pollack H.T.Salzer A.Cohen B.Raveh M.Mano T.Rosenthal E.Lev D.Langley Z.Scherz E.Y.Shapiro T.Bell P.Curzon Q.I.Cutts

Talks about:

comput (8) scienc (6) student (5) project (4) instruct (3) teacher (3) program (3) problem (3) pattern (3) cours (3)

Person: Bruria Haberman

DBLP: Haberman:Bruria

Contributed to:

2015

2012

2011

2010

2009

2007

2006

2005

2004

2003

2002

2001

1999

1998

Wrote 22 papers:

ITiCSE-2015-Meerbaum-Salant #industrial: “Computer Science, Academia and Industry” as pedagogical model to enhance Computational thinking (OMS, BH, SP), p. 341.
ITiCSE-2012-HershkovichH #education #how #tool support: How innovative technology tools can be used to create new methodology for teaching knowledge (EH, BH), p. 387.
ITiCSE-2012-SalzerHY #testing: The scientific method and software testing integrated into the same lesson (HTS, BH, CY), p. 385.
ITiCSE-2011-BellCCDH #programming #student: Introducing students to computer science with programmes that don’t emphasise programming (TB, PC, QIC, VD, BH), p. 391.
ITiCSE-2011-HabermanCD #contest: The beaver contest: attracting youngsters to study computing (BH, AC, VD), p. 378.
ITiCSE-2010-RagonisH #design #paradigm #programming: Linking different programming paradigms: thoughts about instructional design (NR, BH), p. 310.
ITiCSE-2009-HabermanY #development #self #student: Long-term software projects development: the affect of students’ self-appreciation and initial expectations (BH, CY), p. 363.
ITiCSE-2007-MullerGH #composition #problem: Pattern-oriented instruction and its influence on problem decomposition and solution construction (OM, DG, BH), pp. 151–155.
ITiCSE-2007-RavehHY #student: Transforming a high school student project in computer science into a significant scientific achievement (BR, BH, CY), p. 331.
ITiCSE-2006-ManoHR #women: Promoting women in science and technology (MM, BH, TR), p. 304.
CSEET-2005-HabermanT #embedded: An Undergraduate Program in Embedded Systems Engineering (BH, MT), pp. 103–110.
ITiCSE-2005-HabermanAG #algorithm: Is it really an algorithm: the need for explicit discourse (BH, HA, DG), pp. 74–78.
ITiCSE-2005-MullerH #algorithm #guidelines #multi #object-oriented #problem: Guidelines for a multiple-goal CS introductory course: algorithmic problem-solving woven into OOP (OM, BH), p. 356.
ITiCSE-2005-NodelmanH #analysis: Complex analysis in computer graphics course (VN, BH), p. 381.
ITiCSE-2005-YehezkelH #education #industrial: “Computer science, academia, and industry” educational project (CY, BH), p. 364.
ITiCSE-2004-MullerHA #problem: (An almost) pedagogical pattern for pattern-based problem-solving instruction (OM, BH, HA), pp. 102–106.
ITiCSE-2003-HabermanLL #comprehension #concept #education #research #student: Action research as a tool for promoting teacher awareness of students’ conceptual understanding (BH, EL, DL), pp. 144–148.
ITiCSE-2003-RagonisH #distance #multi: A multi-level distance learning-based course for high-school computer science leading-teachers (NR, BH), p. 224.
ITiCSE-2002-HabermanA #recursion #student #why: The case of base cases: why are they so difficult to recognize? student difficulties with recursion (BH, HA), pp. 84–88.
ITiCSE-2001-HabermanK #black box #concept #education: Activating “black boxes” instead of opening “zipper” — a method of teaching novices basic CS concepts (BH, YBDK), pp. 41–44.
ITiCSE-1999-HabermanG #distance #education #learning: Distance learning model with local workshop sessions applied to in-service teacher training (BH, DG), pp. 64–67.
ITiCSE-1998-HabermanSS #data type #development: Abstract data types as a project development organiser (BH, ZS, EYS), pp. 102–104.