Computer Science Education aims to publish high-quality papers with a specific focus on teaching and learning within the computing discipline that are accessible and of interest to educators, researchers, and practitioners alike.

Depending on their special interests, those working in the field may draw on subject areas as diverse as statistics, educational theory and the cognitive sciences in addition to technical computing knowledge.

Papers may present work at different scales, from classroom-based empirical studies through evaluative comparisons of pedagogic approaches across institutions or countries and of different types from the practical to the theoretical.

The journal is not dedicated to any single research orientation. Studies based on qualitative data, such as case studies, historical analysis and theoretical, analytical or philosophical material, are equally highly regarded as studies based on quantitative data and experimental methods.

It is expected that all papers should inform the reader of the methods and goals of the research; present and contextualise results, and draw clear conclusions.

Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.

Disclaimer for Scientific, Technical and Social Science publications:
Taylor and Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor and Francis and its agents and licensors make no representations or warranties whatsoever of the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor and Francis.