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

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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.
12. Brophy, J.; Alleman, J. (2002). Learning and teaching about cultural universals in primary-grade social studies. The elementary school journal, 103, 2. [Special issue: Social studies (November 2002), 99–114.]
13. Brophy, J.; Alleman, J. (2006). Children’s thinking about cultural universals. Mahwah, NJ: Lawrence Erlbaum Associates.
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childhood education, 28(4), 22–28.

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.
2. Catterall, J.S. (2007). Enhancing peer conflict resolution skills through drama: An experimental study. Research in drama education, 12(2), 163–178.
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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.
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9. Dillon, J.T. (1985). Using questions to foil discussion. Teaching and teacher education, 1(2), 109–121.
10. Gersten, R. et al. (2006). Eyes on the prize: Teaching complex historical content to middle school students with learning disabilities. Exceptional children, 72(3), 264–280.
11. Gillies, R.M.; Boyle, M. (2005). Teachers’ scaffolding behaviours during cooperative learning. Asia-Pacific journal of teacher education, 33(3), 243–259.
12. Hamman, L.A.; Stevens, R.J. (2003). Instructional approaches to improving students’ writing of compare–contrast essays: An experimental study. Journal of literacy research, 35(2), 731.
13. Harnett, P. (1993). Identifying progression in children’s understanding: The use of visual materials to assess primary school children’s learning in history. Cambridge journal of education, 23(2), 137.
14. Hess, D.; Posselt, J. (2002). How high school students experience and learn from the discussion of controversial public issues. Journal of

curriculum and supervision, 17(4), 283–314.

1. Hodkinson, A. (2004). Does the English curriculum for history and its schemes of work effectively promote primary-aged children’s assimilation of the concepts of historical time? Some observations based on current research. Educational research, 46(2), 99.
2. Hootstein, E.W. (1995). Motivational strategies of middle school social studies teachers. Social education, 59(1), 23–26.
3. Jackson, A.; Rees Leahy, H. (2005). “Seeing it for real …?” Authenticity, theatre and learning in museums. Research in drama education, 10(3), 303–325.
4. Kanu, Y. (2006). Getting them through the college pipeline: Critical elements of instruction influencing school success among Native Canadian high school students. Journal of advanced academics, 18(1), 116–145.
5. Kaomea, J. (2005). Indigenous studies in the elementary curriculum: A cautionary Hawaiian example. Anthropology and education quarterly, 36(1), 24–42.
6. Kellett, M. et al. (2004). Just teach us the skills please, we’ll do the rest: Empowering ten-year-olds as active researchers. Children and society, 18(5), 129–343.
7. Kohlmeier, J. (2006). “Couldn’t she just leave?”: The relationship between consistently using class discussions and the development of historical empathy in a 9th grade world history course. Theory and research in social education, 34(1), 34–57.
8. Ladson-Billing, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into practice, 34(3), 159–165.
9. Laney, J.D. (1993). Experiential versus experience-based learning and instruction. Journal of educational research, 86(4), 228–236.
10. Laney, J.D. (2001). Enhancing economic education through

improved teaching methods: Common sense made easy. In: J. Brophy, (Ed.), Subject-specific instructional methods and activities. New York, NY: Elsevier. (Advances in Research on Teaching, vol. 8.).

1. Levstik, L.S. (2000). Articulating the silences: Teachers’ and adolescents’ conceptions of historical significance. In: P.N. Stearns; P. Seixas; S. Wineburg (Eds.). Knowing, teaching and learning history: national and international perspectives (pp. 284–305). New York, NY: New York University Press.
2. Levstik, L.S.; Groth, J. (2002). “Scary thing, being an eighth grader”: Exploring gender and sexuality in a middle school U.S. history unit. Theory and research in social education, 30(2), 233–254.
3. Lynott, P.P.; Merola, P.R. (2007). Improving the attitudes of 4th graders toward older people through a multidimensional intergenerational program. Educational gerontology, 33(1), 63–74.
4. Mercer, N.; Wegerif, R.; Dawes, L. (1999). Children’s talk and the development of reasoning in the classroom. British educational research journal, 25(1), 95–111.
5. Milson, A.J. (2002). The internet and inquiry learning: Integrating medium and method in a sixth grade social studies classroom. Theory and research in social education, 30(3), 330–353.
6. Nairn, K. (1997). Hearing from quiet students: The politics of silence and voice in geography classrooms. In: J.P. Jones; H. Nast; S. Roberts (Eds.), Thresholds in feminist geography (pp. 93–115). Lanham, MD: Rowman & Littlefield Publishers.
7. Nairn, K. (1999). Embodied fieldwork. Journal of geography, 98, 272–282.
8. Nuthall, G. (1999). The way students learn: Acquiring knowledge from an integrated science and social studies unit. The elementary school journal, 99(4), 303–341.
9. Nuthall, G. (2000). The role of memory in the acquisition and retention of knowledge in science and social studies units. Cognition and instruction, 18(1), 83–139.
10. Nuthall, G. (2007). The hidden lives of learners. Wellington: NZCER.
11. Nuthall, G.; Alton-Lee, A. (1993). Predicting learning from student experience of teaching: A theory of student knowledge construction in classrooms. American educational research journal, 30(4), 799–840.
12. Otten, M. et al. (2004). Performing history: The effects of a dramatic art-based history program on student achievement and enjoyment. Theory and research in social education, 32(2), 187–212.
13. Rojas-Drummond, S. et al. (2003). Talking for reasoning among Mexican primary school children. Learning and instruction, 13, 653–670.
14. Rubin, B. (2003). Unpacking detracking: When progressive pedagogy meets students’ social worlds. American educational research journal, 40(2), 539.
15. Schultz, B.D. (2007). “Not satisfied with stupid band-aids”: A portrait of a justice-oriented, democratic curriculum serving a disadvantaged neighborhood. Equity & excellence in education, 40(2), 166–176.
16. Sewell, A. (2006). Teachers and children learning together: Developing a community of learners in a primary classroom. Palmerston North, New Zealand Massey University. [Unpublished doctoral thesis.]
17. Swan, S.; White, R. (1994). The thinking books. London: The Falmer Press.
18. Timperley, H. (2008). Teacher professional learning and development. Geneva, Switzerland: International Bureau of Education; Brussels: International Academy of Education. (Educational practices series, 18.) [unesdoc.unesco.org/images/0017/001791/179161e.pdf]
19. Tyson, C.A. (2002). “Get up offa that thing”: African American middle school students respond to literature to develop a framework for understanding social action. Theory and research in social education, 30(1), 42–65.
20. Wall, K.; Higgins, K. (2006). Facilitating metacognitive talk: A research and learning tool. International journal of research and method in education, 29(1), 39–53.