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Understanding professional learning for Computing teachers from the perspective of situated learning., and . Computer Science Education, 28 (4): 345-370 (2018)Are boys more confident than girls?: the role of calibration and students' self-efficacy in programming tasks and computer science., and . WiPSCE, page 16:1-16:4. ACM, (2018)Bringing computer science back into schools: lessons from the UK., , , , , and . SIGCSE, page 269-274. ACM, (2013)Computing at school: stimulating computing education in the UK., and . Koli Calling, page 122-123. ACM, (2011)Teachers' Experiences of using PRIMM to Teach Programming in School., , and . SIGCSE, page 476-482. ACM, (2019)Learning to use Functions: The Relationship Between Misconceptions and Self-Efficacy., and . SIGCSE, page 752-758. ACM, (2019)Computing Teachers' Perspectives on Threshold Concepts: Functions and Procedural Abstraction., and . WiPSCE, page 15-24. ACM, (2017)Computer Science in Secondary Schools in the UK: Ways to Empower Teachers., , and . ISSEP, volume 7780 of Lecture Notes in Computer Science, page 15-30. Springer, (2013)Computer science at school/CS teacher education: Koli working-group report on CS at school., , , , , , , and . Koli Calling, page 29-38. ACM, (2012)Culturally-relevant and responsive pedagogy in computing: A Quick Scoping Review., and . Int. J. Comput. Sci. Educ. Sch., 5 (2): 3-13 (2021)