Serie prácticas educativas/23. Pedagogía efectiva en ciencias sociales/Referencias

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9. Bishop, R.; Berryman, M. (2006). Culture speaks: cultural relationships and classroom learning. Wellington: Huia Publishers.
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11. Brophy, J. (2001). Subject-specific instructional methods and activities. In: J. Brophy, (Ed.) Advances in research on teaching, vol. 8. New York, NY: Elsevier.
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1. Byer, J.L. (2000). Measuring the positive effects of students’ perceptions of classroom social climate on academic self-concept. Journal of social studies research, 24(1), 25–34.
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3. Causton-Theoharis, J.N.; Malmgren, K.W. (2005). Increasing peer interactions for students with severe disabilities via paraprofessional training. Exceptional children, 71(4), 431–444.
4. Cochran-Smith, M.; Lytle, S.L. (2009). Inquiry as stance: Practitioner research for the next generation. New York, NY: Teachers College Press.
5. Cohen, E. (1994). Designing groupwork (2nd ed.). New York, NY: Teachers College Press.
6. Cohen, E.G.; Lotan, R.A. (1995). Producing equal-status interaction in the heterogeneous classroom. American educational research journal, 32(1), 99–120.
7. Cohen, E.G.; Lotan, R.A.; Holthuis, N.C. (1995). Talking and working together: Conditions for learning in complex instruction. In: M.T. Hallinan, (Ed.), Restructuring schools: Promising practices and policies (pp. 157–174). New York, NY: Plenum Press.
8. Connolly, P.; Hosken, K. (2006). The general and specific effects of educational programmes aimed at promoting awareness of and respect for diversity among young children. International journal of early years education, 14(2), 107–126.