Serie prácticas educativas/21. Principios de enseñanza/Referencias

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3. Brophy, J.E.; Good, T.L. (1986). "Teacher behavior and student achievement". En: Wittrock, M.C. (Ed.). Handbook of research on teaching, 3rd ed., pp. 328-375. New York, NY: Macmillan.
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6. Evertson, C.E. et al. (1980). "Relationship between classroom behaviors and student outcomes in junior high mathematics and English classes". American educational research journal, 17, 43-60.
7. Fisher, D.; Frey, A. (2007). Checking for understanding: formative assessment techniques for your classroom. Arlington, VA: Association for Supervision and Curriculum Development.
8. Frederiksen, N. (1984). "Implications of cognitive theory for instruction in problem-solving". Review of educational research, 54(3), 363-407.
9. Gage, N.L. (1978). The scientific basis of the art of teaching. New York, NY: Teachers College Press.
10. Good, T.L.; Grouws, D.A. (1979). "The Missouri mathematics effectiveness project", Journal of educational psychology, 71,143-155.
11. Good, T.L.; Grouws, D.A. (1977). "Teaching effects: a process-product study in fourth grade mathematics classrooms". Journal of teacher education, 28, 40-54.
12. King, A. (1994). "Guiding knowledge construction in the classroom: effects of teaching children how to question and how to explain". American educational research journal, 30, 338-368.
13. Kirschner, P.A.; Sweller, J.; Clark, R. E. (2006). "Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching". Educational psychologist, 41, 75-86.
14. Kulik, J.A.; Kulik, C.C. (1979). "College teaching". En: Peterson, P.L.; Walberg, H.J. (Eds.). Research on teaching: concepts, findings, and implications. Berkeley, CA: McCutchan.
15. Laberge, D.; Samuels, S.L. (1974). "Toward a theory of automatic information processing in reading". Cognitive psychology, 6, 293-323.
16. Miller, G.A. (1956). "The magical number seven, plus or minus two: some limits on our capacity for processing information". Psychological review, 1956, 63, 81-97.
17. Pressley, M. et al. (1995). Cognitive strategy instruction, 2nd ed. Cambridge, MA: Brookline Books.
18. Rosenshine, B. (2009). "The empirical support for direct instruction". En: Tobias, S.; Duffy, T.M. (Eds.). Constructivist instruction: success or failure?, ch. 11. New York, NY: Routledge.
19. Rosenshine, B.; Meister, C. (1992). "The use of scaffolds for teaching higher-level cognitive strategies". Educational leadership, April, 26-33.
20. Rosenshine, B.; Stevens, R. (1986). "Teaching functions". En: Witrock, M.C. (Ed.). Handbook of research on teaching, 3rd ed, pp. 376-391. New York, NY: Macmi llan.
21. Rosenshine, B.; Chapman, S.; Meister, C. (1996). "Teaching students to generate questions: a review of the intervention studies". Review of educational research, 66, 181-221.
22. Schoenfeld, A.H. (1985). Mathematical problem solving. New York, NY: Academic Press.
23. Slavin, R.E. (1996). Education for all. Exton, PA: Swets & Zeitlinger.
24. Stallings, J.A.; Kaskowitz, D. (1974). Follow through classroom observation. Menlo Park, CA: SRI International.
25. Sweller, J. (1994). "Cognitive load theory, learning difficulty and instructional design". Learning and instruction, 4, 295-312.