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[null,"1.","Record Nr.",null,"UNINA9910146726903321"]
[null,null,"Titolo",null,"2007 37th Annual Frontiers in Education Conference"]
[null,null,"Pubbl/distr/stampa",null,"[Place of publication not identified], : I E E E, 2007"]
[null,null,"ISBN",null,"9781509086337"]
[{"$nulls":4},"1509086331"]
[{"$nulls":4},"9781424410842"]
[{"$nulls":4},"1424410843"]
[null,null,"Descrizione fisica",null,"1 online resource"]
[null,null,"Disciplina",null,"607.1"]
[null,null,"Soggetti",null,"Technical education"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Bibliographic Level Mode of Issuance: Monograph"]
[null,null,null,"Sommario/riassunto","Finding effective means of meeting students' varied needs during introductory programming classes is a perpetual challenge. Maintaining motivation and a sufficient level of engagement across an undergraduate group with diverse prior experience is not a simple task. Claims for successful approaches include forms of differentiated teaching and paired programming. Competitions run by professional bodies and the software industry are often used to provide further external motivation. This paper presents the outcomes of a collaborative initiative across four universities which drew on aspects of both these approaches. Academics in the partner institutions had already implemented specific practice to accommodate the variety of student needs. The TOPS project was designed to involve and extend students through the processes of devising and competing in an inter-university challenge. Analysis of the outcomes has enabled the development of further understanding and good practice in this important area."]