By Jeffry S. Babb, Rashina Hoda, Jacob Nørbjerg (auth.), Hubert Baumeister, Barbara Weber (eds.)
This e-book includes the refereed complaints of the 14th foreign convention on Agile software program improvement, XP 2013, held in Vienna, Austria, in June 2013.
In the decade, the curiosity in agile and lean software program improvement has been constantly starting to be. Agile and lean have advanced from a fashion of operating -- constrained at the beginning to some early adopters -- to the mainstream manner of constructing software program. All this time, the XP convention sequence has actively promoted agility and largely disseminated learn leads to this quarter. XP 2013 effectively persisted this tradition.
The 17 complete papers approved for XP 2013 have been chosen from fifty two submissions and are equipped in sections on: instructing and studying; improvement groups; agile practices; stories and classes realized; large-scale initiatives; and structure and design.
Read Online or Download Agile Processes in Software Engineering and Extreme Programming: 14th International Conference, XP 2013, Vienna, Austria, June 3-7, 2013. Proceedings PDF
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Extra resources for Agile Processes in Software Engineering and Extreme Programming: 14th International Conference, XP 2013, Vienna, Austria, June 3-7, 2013. Proceedings
154–160. Springer, Heidelberg (2003) 8. : Teaching extreme programming to large groups of students. Journal of Systems and Software 74(2), 133–146 (2005) 9. : Clean Code: A Handbook of Agile Software Craftsmanship. Robert C. Martin series. Prentice Hall (2009) 10. : Communities of Practice: Learning, Meaning, and Identity. Learning in Doing Series. Cambridge University Press (1998) 11. : Situated Learning: Legitimate Peripheral Participation. Learning in Doing. Cambridge University Press (1991) 12.
E. helps the team and the team members to ﬂourish  bridging directly to the idea of the scaﬀolding and fading phases in the teaching framework of apprenticeship-based teaching [17,29]. As XA is a form of apprenticeship education, the “pyramid” of the stakeholders is essential in organizing the CS1 programming course: (1) there are responsible teachers (tenured teachers also working as coaches) that are on the top of the pyramid, crafting material and exercises, coordinating and controlling the operation; (2) senior coaches (teaching assistants on a payroll) who work as coaches and contribute to exercises in addition to helping the students; (3) junior coaches (students taking the CS1 Coaching course), who learn to assist novice programmers by helping students in the XA labs and by being a part of the teaching team; and ﬁnally, (4) students of the CS1 course (potential junior coaches of future courses).
An introductory lecture was given to all participants on pair-programming by the second author (who is an adjunct professor at the Institute) to ensure that all participants understood, in theory, the principles and practices of pair-programming. 3. An experiment is an event that occurs over a pre-deﬁned time period. This means that we need to abstract real-world entities to ﬁt into the framework of the experiment. In our case, we needed to model routine tasks and challenging tasks that pair programmers would encounter in the industry.