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Serie prácticas educativas/28. Principios rectores para el aprendizaje en el siglo XXI/Referencias (editar)
Revisión del 00:34 22 sep 2017
, hace 6 añossin resumen de edición
#Kazemi,E.(1998).Discoursethat promotesconceptual understanding. Teaching Children Mathematics, 4, 410–414.
#Kazemi,E.(1998).Discoursethat promotesconceptual understanding. Teaching Children Mathematics, 4, 410–414.
#Koestler, A. (1964). The act of creation. New York: Penguin Books.
#Koestler, A. (1964). The act of creation. New York: Penguin Books.
#Kolb, D.A., Rubin, I.M., & McIntyre, J.M. (1974). Organizational psychology: A book of readings (2nd ed.). Englewood Cliffs, NJ:
#Kolb, D.A., Rubin, I.M., & McIntyre, J.M. (1974). Organizational psychology: A book of readings (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.
Prentice-Hall.
#Kolb, D. A. (2000). Facilitator’s guide to learning. Boston: Hay/McBer.
#Kolb, D. A. (2000). Facilitator’s guide to learning. Boston: Hay/McBer.
#Land, R. et al. (2005). Threshold concepts and troublesome knowledge(3)*: Implications for course design and evaluation. In C. Rust(Ed.), Improving student learning diversity and inclusivity. Oxford, UK: Oxford Centre for Staff and Learning Development.
#Land, R. et al. (2005). Threshold concepts and troublesome knowledge(3)*: Implications for course design and evaluation. In C. Rust(Ed.), Improving student learning diversity and inclusivity. Oxford, UK: Oxford Centre for Staff and Learning Development.
#Siegel, H. (1985). Educating reason: Critical thinking, informal logic, and the philosophy of education. Part Two: Philosophical questions underlying education for critical thinking. Informal Logic, 7, 2–3.
#Siegel, H. (1985). Educating reason: Critical thinking, informal logic, and the philosophy of education. Part Two: Philosophical questions underlying education for critical thinking. Informal Logic, 7, 2–3.
#Silver, N. (2012). The signal and the noise: Why so many predictions fail—But some don’t. New York: Penguin.
#Silver, N. (2012). The signal and the noise: Why so many predictions fail—But some don’t. New York: Penguin.
#Singh M. & Qi J. (2013). 21st century international mindedness: An exploratory study of its conceptualisation and assessment. Sydney, Australia: Centre for Educational Research School of
#Singh M. & Qi J. (2013). 21st century international mindedness: An exploratory study of its conceptualisation and assessment. Sydney, Australia: Centre for Educational Research School of Education, University of Western Sydney. <ibo.org/research/programmedevelopment/programmedevstudies/literature/documents/SinghQiIBreport27JulyFINALVERSION.pdf>
#Smith, E. & Medin, D. (1981). Categories and Concepts. Cambridge and London: Harvard University Press.
#Spencer, E., Lucas, B., & Claxton, G. (2012). Progression in creativity: Developing new forms of assessment: A literature review. Newcastle, UK: CCE.
#Sternberg, R. (1996). Successful intelligence: How practical and creative intelligence determine success in life. New York, NY: Simon & Schuster.
#Sternberg, R.J. (2000). Images of mindfulness. Journal of Social Issues, 56(1), 11–26.Torrance, E. (1970). Encouraging creativity in the classroom. Dubuque, IA: William C. Brown.
#Sternberg, R.J. (2009). Academic intelligence is not enough. WICS; an expanded model for effective practice in school and later in life. Worcester, MA: Mosakowski Institute for Public Enterprise. <www.clarku.edu/aboutclark/pdfs/Sternberg_wics.pdf>
#Swan, M.& Pead, D (2008). Bowland Maths Key Stage 3: Professional development resources. Blackburn, UK: Bowland Charitable Trust.
<www.bowlandmaths.org.uk>
#Torrance, E. (1970). Encouraging creativity in the classroom. Dubuque, IA: William C. Brown.
#Treffinger, D., et al. (2002). Assessing creativity: A guide for educators. Storrs, CT: The National Research Center on the Gifted and Talented.
#UNESCO–United Nations, Educational, Scientific and Cultural Organization. (2013). UNESCO principles on education for development beyond 2015. [Adapted from UNESCO Education Sector contribution to the Quadrennial Programme Priorities for 2014‒2017 (37 C/5) – unpublished.]
#WHO – World Health Organization. (1946). WHO definition of health. <www.who.int/about/definition/en/print.html>
#WHO – World Health Organization. (1986). The Ottowa Charter for Health Promotion. <www.who.int/healthpromotion/conferences/previous/ottawa/en/index4.html>
#Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree.
#Zabelina, D. & Robinson, M. (2010). Creativity as flexible cognitive control. Psychology of Aesthetics: Creativity, and the Arts. 4(3), 136–143.
#Zumbrunn, S., Tadlock, J. & Roberts, E.D. (2011) Encouraging SelfRegulated Learning in the Classroom: A Review of the Literature. Metropolitan Educational Research Consortium (MERC). Virginia Commonwealth University.
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