Cambios

# Aulls, M.W. (2002). The contributions of co-occurring forms of classroom discourse and academic activities to curriculum events and instruction. ''Journal of educational psychology, 94''(3), 520–538.

# Aulls, M.W. (2002). The contributions of co-occurring forms of classroom discourse and academic activities to curriculum events and instruction. ''Journal of educational psychology, 94''(3), 520–538.

# Ballantyne, R.; Packer, J. (2002). Nature-based excursions: School students’ perceptions of learning in natural environments. ''International research in geographical and environmental education, 11''(3), 218–236.

# Ballantyne, R.; Packer, J. (2002). Nature-based excursions: School students’ perceptions of learning in natural environments. ''International research in geographical and environmental education, 11''(3), 218–236.

# Barton, K.; Levstik, L.S. (1996). Back when God was around and everything: Elementary children’s understanding of historical time.''American educational research journal, 33''(2), 419–454.

# Barton, K.; Levstik, L.S. (1996). Back when God was around and everything: Elementary children’s understanding of historical time. ''American Educational Research Journal, 33''(2), 419–454.

# Beaumont, E. et al. (2006). Promoting political competence and engagement in college students: An empirical study. ''Journal of political science education, 2''(3), 249–270.

# Beaumont, E. et al. (2006). Promoting political competence and engagement in college students: An empirical study. ''Journal of political science education, 2''(3), 249–270.

# Bishop, R.; Berryman, M. (2006). ''Culture speaks: cultural relationships and classroom learning.'' Wellington: Huia Publishers.

# Bishop, R.; Berryman, M. (2006). ''Culture speaks: cultural relationships and classroom learning.'' Wellington: Huia Publishers.

# Boykin, A.W.; Lilja, A.J.; Tyler, K.M. (2004). The influence of communal vs individual learning context on the academic performance in social studies of grade 4–5 African-Americans. ''Learning environments research,'' 7, 227–244.

# Boykin, A.W.; Lilja, A.J.; Tyler, K.M. (2004). The influence of communal vs individual learning context on the academic performance in social studies of grade 4–5 African-Americans. ''Learning environments research,'' 7, 227–244.

# Brophy, J. (2001). Subject-specific instructional methods and activities. In: J. Brophy, (Ed.) ''Advances in research on teaching, vol. 8.'' New York, NY: Elsevier.

# Brophy, J. (2001). Subject-specific instructional methods and activities. In: J. Brophy, (Ed.) ''Advances in research on teaching, vol. 8.'' New York, NY: Elsevier.

# 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.]

# 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.]

# Brophy, J.; Alleman, J. (2006). ''Children’s thinking about cultural universals.'' Mahwah, NJ: Lawrence Erlbaum Associates.

# Brophy, J.; Alleman, J. (2006). ''Children’s thinking about cultural universals.'' Mahwah, NJ: Lawrence Erlbaum Associates.

# Buford, R.; Stegelin, D. (2003). An integrated approach to teaching social skills to preschoolers at risk. ''Australian journal of early

# Buford, R.; Stegelin, D. (2003). An integrated approach to teaching social skills to preschoolers at risk. ''Australian journal of early childhood education, 28''(4), 22–28.

childhood education, 28''(4), 22–28.

# 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.

# 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.

# Catterall, J.S. (2007). Enhancing peer conflict resolution skills through drama: An experimental study. ''Research in drama education, 12''(2), 163–178.

# Catterall, J.S. (2007). Enhancing peer conflict resolution skills through drama: An experimental study. ''Research in drama education, 12''(2), 163–178.

# 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.

# 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.

# 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.

# 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.

# Hess, D.; Posselt, J. (2002). How high school students experience and learn from the discussion of controversial public issues. ''Journal of

# 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.

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

# 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.

# 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.

# Hootstein, E.W. (1995). Motivational strategies of middle school ''social studies teachers. Social education, 59''(1), 23–26.

# Hootstein, E.W. (1995). Motivational strategies of middle school ''social studies teachers. Social education, 59''(1), 23–26.

# Ladson-Billing, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. ''Theory into practice, 34''(3), 159–165.

# Ladson-Billing, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. ''Theory into practice, 34''(3), 159–165.

# Laney, J.D. (1993). Experiential versus experience-based learning and instruction. ''Journal of educational research, 86''(4), 228–236.

# Laney, J.D. (1993). Experiential versus experience-based learning and instruction. ''Journal of educational research, 86''(4), 228–236.

# Laney, J.D. (2001). Enhancing economic education through

# 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.).

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.).

# 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.

# 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.

# 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.

# 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.

# Rojas-Drummond, S. et al. (2003). Talking for reasoning among Mexican primary school children. ''Learning and instruction, 13,'' 653–670.

# Rojas-Drummond, S. et al. (2003). Talking for reasoning among Mexican primary school children. ''Learning and instruction, 13,'' 653–670.

# Rubin, B. (2003). Unpacking detracking: When progressive pedagogy meets students’ social worlds. ''American educational research journal, 40''(2), 539.

# Rubin, B. (2003). Unpacking detracking: When progressive pedagogy meets students’ social worlds. ''American educational research journal, 40''(2), 539.

# Schultz, B.D. (2007). “Not satisfied with stupid band-aids”: A portrait of a justice-oriented, democratic curriculum serving a disadvantaged  

# 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.

eighborhood. ''Equity & excellence in education, 40''(2), 166–176.